You are here:

Curriculum Journal

2015 Volume 26, Number 2

Search this issue

Table of Contents

Number of articles: 6

  1. Raising Literacy Levels Using Digital Learning: A Design-Based Approach in New Zealand

    Rebecca Jesson, Stuart McNaughton & Aaron Wilson

    This paper reports on a design-based intervention in urban primary and secondary schools serving culturally diverse students from low socio-economic status (SES) communities. The intervention... More

    pp. 198-223

    View Abstract
  2. Engagement and Resistance at Last Chance High: A Case Study of Twenty-First-Century Literacies and Identities in One English Classroom

    Mary Beth Hines & Michael Kersulov

    This article investigates the nature of student resistance to and engagement with digital media and twenty-first-century literacies in the English classroom at Last Chance High, an alternative high... More

    pp. 224-248

    View Abstract
  3. Does Online Game-Based Learning Work in Formal Education at School? A Case Study of VISOLE

    Morris S. Y. Jong

    VISOLE (Virtual Interactive Student-Oriented Environment) is a teacher-facilitated pedagogical approach to integrating constructivist online game-based learning into formal curriculum teaching in... More

    pp. 249-267

    View Abstract
  4. Developing Scientific Literacy Skills through Interdisciplinary, Technology-Based Global Simulations: GlobalEd 2

    Kimberly A. Lawless & Scott W. Brown

    GlobalEd 2 (GE2) is a set of technology-mediated, problem-based learning (PBL) simulations for middle-grade students, that capitalises on the multidisciplinary nature of the social sciences as an... More

    pp. 268-289

    View Abstract
  5. Adventure Learning as a Curricular Approach That Transcends Geographies and Connects People to Place

    Brant G. Miller, Christopher J. Cox, R Justin Hougham, Von P Walden, Karla Bradley Eitel & Anthony D. Albano

    Effectively communicating scientific research has taken on greater importance as climate change impacts the world we live in. It is increasingly incumbent upon the science and education communities... More

    pp. 290-312

    View Abstract
  6. Integrating Emerging Technologies in Teaching Ugandan Traditional Dances in K-12 Schools in New York City

    Alfdaniels Mabingo

    Schools in New York City have made attempts to embrace and support the strand of "making connections", which is laid out in the New York City Department of Dance blueprint for teaching... More

    pp. 313-334

    View Abstract