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1. 2 Curriculum Change and the Future of Official Knowledge 2013

   https://ncsu.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwjV07a8MwED5KspQOfUJfKRoydBFq7UiWIQSCqSmEJB06FowlxaRDU2jT_9-7ix08lGLwIk6IQxbc8_sOYPiYlM7qyko01lqOnAkS114G7YNJK5Nahke3kjnw8GcFP0Fzrj7et9wSqtKRJrpBYiQles8-RgYGX3Z_ms1fFs0bitD8EUP8Dgz8zwFoS_aAebYl-TG8NYgcbiGhwQXtXnrF_IVMWtHiauys8QkcEXxBEK4Ar-wUDlabM5rNXPdxnMM8EuP1JNun_sZqPRE7kIEoN0GgR0gbciYbYeFnJZY10wRJZk0ajoQXoPKn1-xZojoFeezfBTr8pGDRKFiQgsQOSiXoOL4EkXgbqBKDS4-BW5nG2nuM2FwVWee8uYL7rsddd996A4cRT5nAz95Cb_v1sxpAjy7-rv6_vwcJpnk

   Williamson, Ben

   The Future Of The Curriculum.

   An examination of curriculum innovations that are shaped by new ideas about digital media and learning. Although ideas about digital media and learning have become an important area for educational... Read more

   An examination of curriculum innovations that are shaped by new ideas about digital media and learning. Although ideas about digital media and learning have become an important area for educational research, little attention has been given to the practical and conceptual implications for the school curriculum. In this book, Ben Williamson examines a series of contemporary curriculum innovations in the United States, Great Britain, and Australia that reflect the social and technological changes of the digital age. Arguing that the curriculum is always both forward- and rearward-looking, Williamson considers how each of these innovations represents a certain way of understanding the past while also promoting a particular vision of the future. The curriculum initiatives are all examples of what Williamson calls “centrifugal schooling,” expressing a vision of education and learning that is decentered, distributed, and dispersed, emphasizing networks and connections. In centrifugal schooling, a curriculum is actively assembled and improvised from a heterogeneous mix of people, groups, coalitions, and institutional structures. Participants in curriculum design and planning include local governments, corporations, foundations, charities, and nongovernmental organizations. Among the curriculum innovations Williamson examines are High Tech High, a charter school network in San Diego that integrates technical and academic education; Opening Minds, a “competence-based” curriculum used in 200 British secondary schools; and Quest to Learn, a “school for digital kids” in New York City (with a sister school in Chicago). He also describes two major partnerships: the Partnership for 21st Century Skills, which advocates for “21st century readiness” for American students; and the Whole Education Alliance in Britain, a network of “third sector” educational organizations. Read less

   Book Chapter  |  Full Text Online

2. Curriculum Change and the Future of Official Knowledge 2013

   https://ncsu.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1Na4MwGA5rT2OXfcG-8bDTIFSjMQZKDy0tgx526c5iEqWnbazd_98To7GWjVF2ETXBj-fVvB953yeEPEaiUBmvMgplzWmiUkNxrKnh2qSySmVWl0fvBHPcypqb37LYR_8WLc5BuLZU9gDx-oviBPYhZGwhZmz3LOB-rNVLeVHTgrST_TMf09sPqbj59Wlb-9WxjrruTaGBT6nsLvvS0kws2wDcbqzArtvQixVgNOxldjgnEl4Ys7Rs7AdKalffvMdIPZ_O4FVymbCc5ywZkAGsTmuVCu95Mlghnqi_Voqw9GALWb-4vV3U8B_52_fVIWt0_OqUnNi6j8AWZOAxzshR-XZuF7VuEmAuyHK8nnRwjUfrSeAgCwBZAMgCdHCo1Y3vVdAiZ1s8eLbxkrwu5qvZM23WoqAfUSq3VOkwKpVMRGxp4BM8cJQJpTnTcSiLkFdcVJll-im0FAYqXsD1M0VSGhGmGuPmFQmEzoyd5sJAquEVFzLmWsMdVhXLlNLpNXlq3z-vp8qb_FztXnyTx3EM2KMa9T8774ro5pDOt-S4-3buyHD7-VXek6H9GR9qIX8D874vSw

   Williamson, Ben

   The Future Of The Curriculum.

   Book Chapter  |  Full Text Online

3. From self-regulated learning to computer-delivered integrated speaking testing: Does monitoring... 2023

   https://ncsu.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV1Nj9MwELXYPe0FwYIgfMlI3JDbxnHshAtiFyouSBzgbMVju6zUJlXTFeq_Z8ZJoy3a0x6TOErkZ4_n2TNvGPuQm8ZVZawELtalUE57gdcgfAle11HXVUqPvrOZw8pjLkwK2gd3M2vXm1l78yfFVm43MD_Gic1__riua_TzZT4_Y2emUHcoejK_xIgoaocSZJCA1fO47Q-rGdUJJ6ECdNDVySKUtPrvczD_j5McVKTSwrN8wh6PHiP_MvzZU_YotJfsYjJch2esW-66De_DOordUFo-eD6Wg1jxfcdhLN0gfFhTHAY-nmQiPO-3IZWk4ntS3GhXn_jXLvR8k2Y7bfvxZv23OUx3Pj9nv5fffl1_F2MhBQEqr_cieOly5cFHr6CRRUS_auGC9t4hRzUkUYN2RtdBSxdkAblrCucCenoBG0RfvGTcQOXpjAatACCla-qiBEAu56KsnAOdsY_HLrXbQSjDIsEgAGwCwBIAdgQgY1fU61NLErlON7rdyo5QW22Q4oLzpmqiggW4XIIqqwDo5eReLTL2_oiZxUlBJx1NG7rb3kqDZkdJVRUZezFgOH2q0JTebkzGzAm6J_9y-gTHYRLeHsfdqwe_-ZpdUC8MUd9v2Pl-dxvesnPK1niXRvE_WBb-LA

   Zhang, Weiwei; Wilson, Aaron

   Frontiers In Psychology, Vol. 14, p. 1028754.

   Despite the salience of monitoring in self-regulated learning (SRL) and foreign and/or second language (L2) speech production in non-testing conditions, little is known about the metacognitive cons... Read more

   Despite the salience of monitoring in self-regulated learning (SRL) and foreign and/or second language (L2) speech production in non-testing conditions, little is known about the metacognitive construct in testing contexts and its effects on learner performance. Given the reciprocal effects between L2 testing and L2 learning, a research effort in monitoring working in speaking tests, in particular computer-delivered integrated speaking tests, a testing format that has been advocated as an internal part of L2 classroom instruction and represents the future direction of L2 testing, is warranted. This study, therefore, serves as such an effort through investigating the use of monitoring by 95 Chinese English as foreign language (EFL) learners on a self-reported questionnaire after they performed three computer-delivered integrated speaking test tasks. Descriptive analysis followed by Hierarchical Linear Modelling (HLM) testing reveals that monitoring was used in a high-frequency manner, but it exerted no substantial effects on learner performance. Primarily, the results are expected to provide pedagogical implications for SRL: while fostering self-regulating learners, especially self-monitoring L2 speakers, it is necessary for L2 teachers to purposefully reduplicate testing conditions in their classroom instructions for helping the self-regulating learners be equally self-regulating test-takers. Moreover, the results are hoped to offer some insights into L2 testing through the perspective of self-monitoring, one proposed component of strategic competence, a construct that has been extensively acknowledged to reflect the essence of L2 testing. Read less

   Journal Article  |  Full Text Online

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