An Analysis of Teachers’Reflections on Schiro’s Classification of Curriculum Ideologies

This research was carried out to determine which ideology teachers are closer to,by evaluating teachers’opinions on curriculum in terms of the"scholar academic ideology,"social efficiency ideology","learner-centered ideology",and"social reconstruction ideology".It is a qualitative research.The sample of the research consists of 15 teachers working in primary,secondary,and high schools.The research data were obtained from nine open-ended questions supported by sub-questions added to each.It has been observed that the teachers define the purpose of education,the source of knowledge,the definition of learning,the purpose of teaching,the purpose of student assessment,the evaluation of the program,the understanding of formative and summative evaluation of curriculum according to the"social efficiency ideology"from Schiro’s ideological classification.Teachers have also defined the source of knowledge,the definition of learning,and the purpose of teaching and student assessment according to"scholar academic ideology".In the results of the research,it was seen that the opinions of the teachers were influenced,albeit slightly,by the"learner-centered ideology"in evaluating students and determining the needs of the program.In light of these results,it is evident that teachers’philosophical opinions need to be strengthened.

Läxhjälp as Shadow Education in Sweden:The Logic of Equality in“A School for All”

Purpose:Taking läxhjälp/homework support in Sweden as a case,this article aims to further explore shadow education,especially as a pedagogical object from curriculum theory perspective.Design/Approach/Methods:Approaches including policy analyses,ethnomethodological work based on video-recorded interaction,and narratives have produced empirically grounded knowledge.We use examples from several substudies and analyze the reentry and regulation of supplementary education and how tutors and tutees interact in tutoring settings and negotiate identities in läxhjälp as well as the relation to regular schooling.Findings:Läxhjälp is conditioned by the logic of equality and changes in the governance of läxhjälp.The proliferation of different kinds of tutoring practices provided by various organizations calls for a broad definition of shadow education.With curriculum as boundary object,equality and academic success are foundational.Different settings and spatiotemporal arrangements affect modes of interaction,distribution of epistemic authority,and negotiations of identities.Originality/Value:With Sweden as a case,it is possible to explore shadow education in a new context,the Scandinavian welfare state,and its history of comprehensive education.Moreover,ethnomethodological interaction and narrative studies and curriculum perspectives are seldom employed within research on shadow education.A number of critical key boundary objects are identified.