CURRICULUM LEADERSIHP: STRATEGIES FOR LINKING THE WRITTEN AND DELIVERED CURRICULIM
Journal Title: International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) - Year 2014, Vol 2, Issue 1
Abstract
The focus will be put on teachers as curriculum leaders, being challenged on a daily basis by how to attend to the delivered curriculum(the practice) without neglecting the written curriculum(the theory), and vice versa, all the while analyzing strategies that will link both curricula and implement these conclusions in their further teaching practice. Curricula present written guides identifying the content and material that should be covered, and are given to teachers (sometimes) as a detailed guide to follow religiously. However, as opposed to theory, practice is a different and delicate matter, as the teachers tries not to overstep the boundaries of the curriculum already include as much of their own creative energy as possible. These points will be expanded through analysis of the results of a qualitative research on the understanding of the content of leadership, done on pre-school and primary school teachers, whose everyday contact with their pupils will illustrate the reality of leadership in schools in the local context of R. Macedonia. Furthermore, the “how” of overcoming the challenges on the path of successful school leadership, however tricky they might be will be analyzed from frsthand experiences and compared through the matrix of what is considered able to “correct”. As educators, we successfully bridge the gap between theory and practice, to apply the theoretical know-how in a realistic classroom setting, and to convert the written paradigms into practice, thus only through educational leadership can we overcome the pedagogical challenges and effectively transfer the knowledge to the students, bringing about positive outcomes.
Authors and Affiliations
Lena Damovska, Dr.
Keywords
Related Articles
- EP ID EP34325
- DOI -
- Views 360
- Downloads 0
PROTOTYPICAL CATEGORIZATION - LINGUOCOGNITIVE FORM OF FLEXIBLE RATIONALITY
The article discusses the prototypical categorization as linguocognitive form of the flexible rationality. Flexible rationality reveals the correlation of the rational and irrational in cognition. The embodiment form...
PROBLEM-SOLVING ABILITY OF STUDENTS WITH DISCIPLINARY LITERACY INSTRUCTION
Te literacy movement has not been widely applied to the learning. Tis study aims to determine the effect of the application of disciplinary literacy instruction to cognitive learning outcomes, especially in problem-solv...
RELIABILITY OF THE DYNAMIC OCCUPATIONAL THERAPY COGNITIVE ASSESSMENT FOR CHILDREN (DOTCA-CH): THAI VERSION OF ORIENTATION, SPATIAL PERCEPTION, AND THINKING OPERATIONS SUBTESTS
The Dynamic Occupational Therapy Cognitive Assessment for Children (DOTCA-Ch) is a tool for fnding our about cognitive problems in schoolaged children. However, the DOTCA-Ch was developed in English for Western childr...
M-LEARNING - A NEW FORM OF LEARNING AND EDUCATION
At each step, the Internet and information technologies are changing many aspects of life. We live; we buy, work, manage, and communicate new ways that technology has enabled. Information and communication technology ar...
TIME LOAD UPON STUDENTS IN PRIMARY EDUCATION
Time load upon students is a central issue in the context of the overall load placed upon students. Most authors dealing with the issue of load upon students mainly approach this issue from the aspect of the time the...