Category: Curriculum Research and Development


English Education in Japan: Back to the Basics

Japan is caught between a rock and a hard place. It is aware of the need for its people to be competent speakers of English in a world whose cultural boundaries are growing thinner and thinner, yet Japan has difficulty producing any. One look at the pundits and the chorus becomes “Japanese and English grammar


Mathematical Modeling – A Synthesis of Qualitative Research: A Proposal for an Integrated Mathematics and Science Modeling Cycle

The purpose of this study was to synthesize qualitative research findings about mathematical modeling at the high school and college levels focusing on the inquiry processes applied during modeling. A total of 19 primary studies published in peer-reviewed journals between January 1, 2000, and February 28, 2013, with a total of 1,290 subjects met the


The Development of Local History Curriculum Based on Place-Based Education Approach for Primary School Students

The main objective of this paper is to describe the process of developing the local history curriculum based on place-based education approach for primary school students in the area of upper Chao Phraya river community, Nakhon Sawan Province, Thailand. The sub-objectives aimed to 1) study the local history contents and locally-related contexts for defining the


Integrated Curriculum and Pedagogy

An integrated curriculum offers a way of designing and structuring a school curriculum organised in terms of topics and themes, rather than a more traditional subject-based approach. It has been attempted in many systems, periodically attracting educationists and curriculum planners around the world and becoming a trend in curriculum and educational knowledge restructuring. Its protagonists,


Integrating Research unto Undergraduate Curriculum: A Vehicle for Developing Skills and Competencies for the Twenty-First Century

According to one recent study, pedagogical initiatives in many institutes of higher education are still largely drawn from faculty intuition and their experiences as students and teachers. The same report calls for future enhancements, particularly those related to the learning environment, to be grounded in learning theory. One promising area for enhancing student engagement in