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Standards‐based reform to senior‐secondary curriculum and metacognition in the literacy domain
Author(s) -
Fenwick Lisl
Publication year - 2018
Publication title -
the curriculum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.843
H-Index - 36
eISSN - 1469-3704
pISSN - 0958-5176
DOI - 10.1080/09585176.2018.1424643
Subject(s) - curriculum , metacognition , documentation , literacy , mathematics education , pedagogy , indigenous , psychology , sociology , computer science , cognition , neuroscience , programming language , ecology , biology
This study analyses the intended and enacted curricula that are produced when metacognition is included as an element within standards‐based reforms for schooling. Reformers of the senior‐secondary curriculum for South Australia (SA) and the Northern Territory (NT) hoped to improve the academic outcomes of all students, and especially those from low‐SES and Indigenous backgrounds, by creating a curriculum that required year‐10 students to reflect on their capacities. Reflection on learning in the literacy domain was a particular emphasis during the reforms. A constructionist epistemology and case‐study methodology informed the approach taken in the study. Data collection and analysis involved accessing and analysing the intended curriculum, as well as the curriculum planning documentation designed by four teachers in one NT high school. The results indicate that learning opportunities to reflect on literacy capacities will not be created when the intended curriculum provides teachers, who are not literacy specialists, with little guidance about practices associated with metacognition and literacy.