Topic Choices: Revealing Concealed Processes of Curriculum Sequencing in English Secondary School Music Classrooms

Autor/in	Anderson, Anthony
Titel	Topic Choices: Revealing Concealed Processes of Curriculum Sequencing in English Secondary School Music Classrooms
Quelle	In: Curriculum Journal, 32 (2021) 4, S.722-740 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Anthony)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1002/curj.118
Schlagwörter	Sequential Approach; Music Education; Music Teachers; Secondary School Teachers; Curriculum Design; Early Adolescents; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schrittfolge; Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Lehrplangestaltung; Ausland
Abstract	Music curriculum programmes are designed by English Music teachers in schools as the primary means of musical engagement for young people aged 11-14. Such Music curricula are often structured in learning topics. However, Music teacher rationales for the sequencing of the topics they have chosen to include in their curriculum is an under-developed area of music education research literature. This study seeks to examine teacher practices in this domain through a comparative case study of nine English secondary school teachers using "Think Aloud Protocols" to uncover sequencing practices. The findings are analysed using the Friedman ANOVA statistical test and eyeball analysis of teacher curriculum formulations. Theorising from these results facilitated the development of a teacher model of curriculum processing, and illuminated hidden practices in curriculum design. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01