Planned and enacted curriculum Sample Clauses

Planned and enacted curriculum. The term "planned curriculum" refers to the viewpoints and methods used by curriculum developers, which in turn are influenced by governmental policy and educational goals. Enacted curriculum refers to the ideas and procedures that teachers actually use in the classroom. Better achievement of curricular objectives will emerge from greater alignment between the two, while poor alignment between the planned and implemented curricula serves the opposite purpose. Curricular implementations change and evolve over multiple temporal stages, starting with the ideal represented by official policy and ending with what was written, what the teacher intended, and what was really implemented (Xxxxx, 2009). Furthermore, a lot of curricular research explores how standards and instruction, or (most frequently) assessment, are aligned (Xxxxxx, 2002; Xxxx, 2007). It is pivotal that the different components of an official written curriculum convey the same idea (Xxxxxx, 1991; Xxxxxxxx et al., 2002, p. 418). Moreover, Xxxxxxx et al. (2005), refer to curricular coherence as a different type of alignment inside the formal written curriculum. According to this definition, subject standards are cohesive "if they are articulated over time as a sequence of topics and performances consistent with the logic and, if appropriate, hierarchical nature of the disciplinary content from which the subject matter derives" (p. 528). Additionally, Xxxxxxxx et al. (2002) highlighted that textbooks and teaching materials were referred to as "mediators" between the intended and implemented curricula. However, the social studies (history, geography, economics, civics and sociology) texts have been criticized by academics as being insufficient for decades (Xxxxx, 1971; Anyon, 1979; Banks, 1969; Xxxxxx, 1987; Xxxxxxxxxxx & Xxxxxx, 1992; Xxxxxx, 1995; Xxx Xxxxxxxxx, 2002, as cited in Xxxxxxx & Xxxxxxxx, 2012). The necessity to structure history education curriculum in accordance with learners' levels of cognitive and intellectual development has received significant attention in studies in this field (Safran & Xxxxx, 2006; Dilek, 2007; Xxxxx & Xxxxxx, 2010, as referenced in Aslan 2020). Furthermore, the teacher considers the materials impractical when the developer tries to provide a variety of solutions to address a variety of hypothetical practical circumstances. The cycle continues to repeat itself (Xxxxxxxx, 2016), becoming a huge problem. The curriculum writer's reluctance to be practical or real...
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