Mutual support and dialogue across secondary and tertiary English is vital work in urgent times. In this article, the authors examine Australia's secondary-tertiary English education nexus, building on previous scholarship to explore points of connection and disconnection with a view to identifying sustainable ways of supporting points of…

Purpose: The professional experiences of teachers of languages and cultures, along with the learning experiences of their students, are embedded in educational contexts, which themselves are informed, and constrained, by national language policies. This study aims to explore 51 English-as-a-foreign-language (EFL) secondary teachers' perceptions of…

The purpose of this paper is to investigate how higher secondary music school students experience teaching, programs, and educational processes in music schools, which are the shortcomings and what are the suggestions for improving the system. The results show high satisfaction with attending music school related to the purpose of future…

The current study aimed to evaluate two different sets of secondary level English textbooks: "Exploring English" used in private schools under the Agha Khan Examination board and "Secondary Stage English" textbooks used in government schools of Sindh province in Pakistan. This study investigated whether these textbooks…

The curriculum is the heart of education, whose job determines the life or death of a school. This study aimed to compare the implementation of "Adiwiyata" school curriculum between public and private school in junior high schools, especially in Bantul Regency, Yogyakarta, Indonesia. Data collection techniques by means of literature…

The role of the school curriculum is in tension with two points: socializing the essential knowledge needed for life and reflecting the inequalities of society. The present study looks at the effectiveness of this socialization by comparing learner interests with the national curriculum. 442 10th grade students in Chile were divided into 4 groups…

The Australian Government, in its Professional Standards for Teachers and Australian Curriculum framework, requires that all secondary teachers actively teach the specific literacy of their learning area. Yet achievement of that goal hinges on teachers having first acquired the pre-requisite literate competencies during their own schooling. There…

This paper draws on Bourdieu's theorising (particularly habitus and field) to think about position-making of teachers in respect of the early enactment of the Australian Curriculum. Position-making, a concept developed from the analysis proffered, can be contrasted with the more common practice of position-taking endemic in a relatively stable…

Generalisation is a key feature of learning algebra, requiring all four proficiency strands of the Australian Curriculum: Mathematics (AC:M): Understanding, Fluency, Problem Solving and Reasoning. From a review of the literature, we propose a learning progression for algebraic generalisation consisting of five levels. Our learning progression is…

Large scale educational assessments conducted in the United Arab Emirates (UAE) show a substantial gap between the performance of different types of schools. This study used the 2015 Program of International Student Assessment (PISA) to investigate how student- and school-related variables accounted for the variation among schools. The results…

This article reports a qualitative study of teachers' operationalisation of mathematical literacy. A model representing the multifaceted nature of mathematical literacy is used to analyse video recordings of mathematics teaching in three grade 9 classes. Analysis indicates that teachers' operationalisation of mathematical literacy appears to be…

International Baccalaureate Middle Years Programme (MYP) is recognized for its rigor, inquiry-based learning, and development of academic skills. While it is growing in popularity worldwide, some schools have discontinued the program. Literature on the reasons why schools discontinue the MYP is limited. Using a qualitative case study design, we…

Alex Ford and Richard Kennett both welcome the renewed emphasis on knowledge within recent curriculum reforms in England, but are concerned about some of the ways in which the principle of a 'knowledge-rich' curriculum has been interpreted and transformed into particular pedagogical prescriptions. In this article they explain their reasons for…

Science capabilities were introduced within the New Zealand context following the revised "New Zealand Curriculum" (NZC). These capabilities are a small set of things that NZC intends students to be able to do in science, which weave the nature of science with content strands. Using pedagogical content knowledge (PCK) to understand…

Policy makers in the US and several other countries are recommending that more schools offer an International Baccalaureate (IB) programme. However, little is known about the challenges that IB programmes present for teaching and learning particularly those meeting national curriculum. In this study, we examined the challenges of the IB's Middle…