Journal of Curriculum Studies 

About: Journal of Curriculum Studies is an academic journal published by Higher Education Foundation. The journal publishes majorly in the area(s): Curriculum & Curriculum development. It has an ISSN identifier of 0022-0272. Over the lifetime, 2444 publications have been published receiving 69654 citations. The journal is also known as: JCS.

The Role of Beliefs in the Practice of Teaching.

Abstract: (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies: Vol. 19, No. 4, pp. 317-328.

Towards a theory of leadership practice: a distributed perspective

Abstract: School‐level conditions and school leadership, in particular, are key issues in efforts to change instruction. While new organizational structures and new leadership roles matter to instructional innovation, what seems most critical is how leadership practice is undertaken. Yet, the practice of school leadership has received limited attention in the research literature. Building on activity theory and theories of distributed cognition, this paper develops a distributed perspective on school leadership as a frame for studying leadership practice, arguing that leadership practice is constituted in the interaction of school leaders, followers, and the situation.

A Nation at Risk

Abstract: † United States Department of Education, National Commission on Excellence in Education, A Nation at Risk (us Government Printing Office, Washington, DC, 1983). Stock No. 065-000-00177-2, $4·50.

How and what teachers learn: a shifting perspective

Abstract: We explore our efforts to create a conceptual framework to describe and analyse the challenges around preparing teachers to create, sustain, and educate in a ‘community of learners’. In particular, we offer a new frame for conceptualizing teacher learning and development within communities and contexts. This conception allows us to understand the variety of ways in which teachers respond in the process of learning to teach in the manner described by the ‘Fostering a Community of Learners’ (FCL) programme. The model illustrates the ongoing interaction among individual student and teacher learning, institutional or programme learning, and the characteristics of the policy environment critical to the success of theory‐intensive reform efforts such as FCL.

A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies

Abstract: National curricula need to change drastically to comply with the competences needed for the 21st century. In this paper eight frameworks describing 21st century competences were analysed. A comprehensive search for information about 21st century competences was conducted across the official websites of the selected frameworks, resulting in 32 documents that were analysed in detail. Travers and Westbury’s framework of curriculum representations was used to determine horizontal and vertical consistency between the frameworks. The frameworks were compared on their underlying rationales and goals, their definition of 21st century competences, and the recommended strategies for the implementation and assessment of these skills in educational practice. In addition three international studies were examined to analyse how various countries (EU member states, OECD countries) and schools (SITES studies) deal (or not) with 21st century competences. The findings indicate a large extent of alignment between the frameworks about what 21st century competences are and why they are important (horizontal consistency), but intentions and practice seemed still far apart, indicating lack of vertical consistency. The implications of the implementation of 21st century competences in national curriculum policies are discussed and recommendations are provided.