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 | |
| Publication status | Published - Jun 1 2012 |
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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 journal › Article
}
TY - JOUR
T1 - Adapting to curriculum change
T2 - A theoretical framework informing the design and implementation of a curriculum intervention
AU - Tuchaai, Tara
AU - O'Neill, Marnie
AU - Sharplin, Elaine
PY - 2012/6/1
Y1 - 2012/6/1
N2 - 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.
AB - 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.
KW - Adolescence
KW - Cognition
KW - Curriculum
KW - Knowledge and critical literacy
KW - Pedagogy
UR - http://www.scopus.com/inward/record.url?scp=84867303965&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84867303965&partnerID=8YFLogxK
U2 - 10.1111/j.1754-8845.2012.01124.x
DO - 10.1111/j.1754-8845.2012.01124.x
M3 - Article
AN - SCOPUS:84867303965
VL - 46
SP - 155
EP - 174
JO - English in Education
JF - English in Education
SN - 0425-0494
IS - 2
ER -