UNCOVERING PRINCIPLES FOR CURRICULUM ADAPTATION: A PRACTITIONER AND RESEARCHER (CO)REFLEXIVE ANALYSIS.
In this article, we present a (co)reflexive analysis of the multiple adaptations of an English as a Second Language reading curriculum for primary students in Hong Kong during the COVID-19 pandemic through our partnership as a practitioner-researcher and an external researcher. Adopting the principl...
| Publicado en: | Journal of Ethnographic & Qualitative Research Vol. 17; no. 1; pp. 16 - 39 |
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| Autores principales: | , |
| Formato: | Artículo |
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Ethnographic & Qualitative Research, LLC
Spring2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=164954520&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 164954520 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 19353308 44W1 jtl: Journal of Ethnographic & Qualitative Research issn: 19353308 maglogo: N pubinfo: dt: Spring2023 vid: 17 iid: 1 pid: 99754 pub: Ethnographic & Qualitative Research, LLC artinfo: ui: 164954520 ppf: 16 ppct: 23 formats: fmt: @attributes: type: P size: 2.1MB tig: atl: UNCOVERING PRINCIPLES FOR CURRICULUM ADAPTATION: A PRACTITIONER AND RESEARCHER (CO)REFLEXIVE ANALYSIS. aug: au: Dinu, Carmen Carola Chian, Monaliza Maximo affil: University of Hong Kong su: Hong Kong (China) COVID-19 pandemic Curriculum Individualized instruction English as a foreign language Physiological adaptation School year sug: subj: COVID-19 pandemic Curriculum Hong Kong (China) Language Schools Individualized instruction English as a foreign language Physiological adaptation School year ab: In this article, we present a (co)reflexive analysis of the multiple adaptations of an English as a Second Language reading curriculum for primary students in Hong Kong during the COVID-19 pandemic through our partnership as a practitioner-researcher and an external researcher. Adopting the principles of interactional ethnography, we examined the actions, considerations, and challenges in undertaking five curriculum adaptations over an academic period via an ethnographic case study. The ongoing conversation facilitated a (co)reflexive analysis of relevant data in two phases of analysis. In the first phase, we aimed to understand the reading program and set the stage for the second phase, which was to unpack the five curriculum adaptation processes across the academic year. Findings revealed that the curriculum adaptations were driven by data, instructional time, and varied teaching delivery modes. Three principles of curriculum adaptations were derived from the findings: prioritizing personalized learning, systematic orchestration of learning activities, and purposeful integration of theory and practice. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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