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

Tara Tuchaai, Marnie O'Neill, Elaine Sharplin

Research output: Contribution to journalArticle

2 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 languageEnglish
Pages (from-to)155-174
Number of pages20
JournalEnglish in Education
Volume46
Issue number2
DOIs
Publication statusPublished - Jun 1 2012

Fingerprint

curriculum
adolescent
Teaching
evaluation
learning
Curriculum
Informing
Theoretical Framework
literature
Competency
Secondary Literature
Evaluation

Keywords

  • Adolescence
  • Cognition
  • Curriculum
  • Knowledge and critical literacy
  • Pedagogy

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language
  • Literature and Literary Theory

Cite this

Adapting to curriculum change : A theoretical framework informing the design and implementation of a curriculum intervention. / Tuchaai, Tara; O'Neill, Marnie; Sharplin, Elaine.

In: English in Education, Vol. 46, No. 2, 01.06.2012, p. 155-174.

Research output: Contribution to journalArticle

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