Adapting to curriculum change: A theoretical framework informing the design and implementation of a curriculum intervention

Tara Tuchaai; Marnie O'Neill; Elaine Sharplin

doi:10.1111/j.1754-8845.2012.01124.x

Adapting to curriculum change: A theoretical framework informing the design and implementation of a curriculum intervention

Tara Tuchaai, Marnie O'Neill, Elaine Sharplin

Graduate School of Education

Research output: Contribution to journal › Article › peer-review

3 Citations (Scopus)

Abstract

Adapting to curriculum change necessitates the evaluation of teaching and learning pedagogies. A new curriculum invites reflection on how knowledge is constructed and operationalised to extend higher order thinking in adolescent learners. This paper reviews contemporary empirical and theoretical literature identifying productive pedagogical practices associated with critical reading competencies in order to design and implement a curriculum intervention in a senior secondary Literature course.

Original language	English
Pages (from-to)	155-174
Number of pages	20
Journal	English in Education
Volume	46
Issue number	2
DOIs	https://doi.org/10.1111/j.1754-8845.2012.01124.x
Publication status	Published - Jun 1 2012

Keywords

Adolescence
Cognition
Curriculum
Knowledge and critical literacy
Pedagogy

ASJC Scopus subject areas

Language and Linguistics
Education
Linguistics and Language
Literature and Literary Theory

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10.1111/j.1754-8845.2012.01124.x

Cite this

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Adapting to curriculum change: A theoretical framework informing the design and implementation of a curriculum intervention

Abstract

Keywords

ASJC Scopus subject areas

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