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Emerging research on education reform in Shanghai for the last decade or so has either focused on broad contexts and trends of the second-cycle curriculum reform or the professional development in response to the reform or a few detailed cases of teaching improvement to meet the reform demand. Little attention has been paid to how schools as institutions have been made to respond to and enact the reform. Through three detailed school cases, the purpose of this paper is to understand their distinctive responses to reform in terms of how they interpreted, enacted and sustained their reform efforts and how more importantly lesson-case study and multi-tiered research projects has become a reinvigorated form of Chinese lesson study and teaching research to significantly mediate the school’s curriculum reform efforts. Features of sustainable development behind these cases are conceptualized by Lave and Wenger’s notion of transparency of the mediating technology of a community of practice.

Drawing on master’s thesis reports of school leaders (2010-2016), school research publications and lesson cases as secondary data sources, an instrumental multi-case research design was adopted to build detailed case narratives and tease out cross-case comparisons.

Building on unique strengths and legacies to solve school problems, the three secondary schools responded to, enacted and sustained the reform in unique ways: case 1, a municipal key school, has focused on “three translations (of curriculum)” involving all teaching research groups (TRGs) in specifying broad curriculum standards and turning them into concrete, actionable designs and student tasks which are tested and refined through iterative cycles of lesson-case study, with the decision making for each translation informed by research projects studying problems arising. Case 2, a district key school, has capitalized on its strong TRGs and used research projects and lesson-case study to unite teaching, research and PD into a whole; and case 3, a regular neighborhood school, has aimed to build a structured PD system to tackle teacher stagnation by stressing the reflection components of each cycle of lesson-case study, challenging teachers to learn in the district-level curriculum integration experiment, and nudging them into their own research projects with well-staged support. In all the three cases, research projects have been networked connecting municipal, district, school and teachers in building a research climate. The lesson-case study has turned designs into refined actions to ensure quality of curriculum implementation and teacher growth.

This study yields insights into the inner workings of Shanghai’s recent curriculum reform. With strategic injection of research into the familiar institutional structures and organic cultural forms of collegiality, school innovations can be built on familiarity to create a sense of continuity, coherence and institutional identity so that teachers learn from doing with least disruption. The slow and steady work of sustaining innovations and reform goes beyond simple notions of scaling up and relies on building internal drive and institutional and teacher capacity for deep learning in responding to reform.

The prevalence of psychiatric disorders in children and young people is increasing, leading to recommendations that medical schools re-consider their curriculum content and teaching practices for child and adolescent psychiatry (CAP). The purpose of this paper is to seek guidance for undergraduate curriculum development from the wider literature on CAP curriculum content and teaching practices.

A comprehensive search of the literature was conducted, focussing on studies that examined undergraduate teaching of CAP. In an attempt to establish whether there is an agreed level of curriculum content and teaching practices, literature from all over the world was included.

Findings suggest that curriculum content and teaching practices are varied, therefore it was difficult to identify best practice upon which recommendations can be made. In addition, despite previous calls for curriculum improvements and expansion of learning objectives, recent studies suggest that there has been little change.

A common theme emerging was the importance of making the CAP curriculum relevant to all future doctors rather than only those who plan to specialise in CAP. Further research to determine what CAP knowledge, skills and attitudes non-psychiatrists think that medical students need to be taught is warranted.

This paper reviewed the literature on undergraduate CAP teaching, highlighting common themes from the wider literature on medical curriculum development to inform how CAP curricula content can be developed to equip future doctors.

The purpose of this study was to explore how my gradually growing teacher knowledge has changed and shaped a new interpretation of the same interview data through those years of learning and teaching in different cultural contexts, and furthermore, to deeply understand how the shift of teacher identity impacts the comprehension of Schwab's (1973) commonplaces theories. Through the interview data, I shared students' and teachers' experiences in a new culture and lay alongside my own stories as an international student, a teacher, and a researcher. This research reveals the perceived future needs consist of teachers' higher English proficiency, more classes on professional communication skills courses, more opportunities for professional instructors' professional development, more ESL teacher assistance, scaffolded instruction within mainstream classes, and a better educational atmosphere. The investigation process itself was important but more important was whether or not the discussions and results provided useful information to the community. Having an overall outlook of commonplaces is as essential as the curriculum design. This dialectical shift caused me to investigate the balance among Schwab's commonplaces and the findings will contribute to the future developments in curriculum design as a researcher. Upon reflection, I utilized this research by investigating the equilibrium between the four common places and the current curriculum as well as comparing all the stakeholders' perspectives to the common places identified within the target curriculum.

Pre-service teachers may leave their graduate programs with strong social justice leanings, yet most begin teaching struggling to integrate their visions into a context constrained by accountability demands. Pressures and constraints, such as high-stakes testing and mandated curriculum, may require teachers committed to social justice to negotiate what they want to teach and what they are able to teach. This piece highlights the daunting journey of one beginning teacher and her struggle to uphold her commitment to teach for social justice while still meeting administrative expectations. The study’s findings point to the myriad complexities surrounding teaching social studies for social justice, especially regarding integrating social justice content into the general curriculum. As a result of these findings, several questions have been formulated for further research surrounding the education of teachers for social justice.

This study examines the perceptions of accounting faculties toward ethics education, the extent of ethics coverage and reasons why ethics should (or should not) be taught in Japanese tertiary schools. Data for this research was collected from faculties that primarily teach accounting in Japanese tertiary schools in 2009. The results indicate that over 90% of accounting faculties believe that ethics should be taught within the accounting curriculum. In terms of how ethics should be delivered survey participants believed in a more holistic approach, which would encompass the benefits of teaching it as both a stand-alone course and integrating it with other relevant courses. This outcome is in direct contrast to the results obtained from previous studies undertaken outside of Japan. Of particular interest was the fact that the current survey revealed that only 55.2% of respondents actually intend to incorporate ethics into their accounting courses in the foreseeable future. This research successfully adds value to the shortage of literature existing on the perceptions of ethics education among Japanese accounting faculties.

The application of massive open online courses (MOOCs) helps integrate sustainable development goals (SDGs) into architectural curricula. The essence of MOOC development is building an education platform that promotes the sharing and continuing of global education resources.

This study establishes a four-dimensional evaluation model based on the four characteristics of MOOCs. The quadrilateral area evaluation method is used to create an evaluation radar chart to comprehensively evaluate satisfaction and demand in the traditional teaching model of architectural technology. This study discusses whether the curriculum is suitable for the development of MOOCs and how to optimize the sustainable pedagogical mode according to its characteristics to meet future teaching needs and realize the sustainable development of education.

Satisfaction evaluation found that current education is not open enough from the students' perspective; therefore, MOOCs enhance students' participation and significantly reduce future learning costs. Through demand evaluation, it was found that both teachers and students believed that the lack of direct and effective communication between them and the difficulty in ensuring the learning effect were problems that must be addressed in MOOCs.

This study focused on the sustainability of MOOCs in curriculum development. It emphasizes the combination of MOOCs' teaching modes and the course itself and provides specific guidance and suggestions for improving the course. It uses an evaluation method for objective analysis and visualization.

The national mathematics curriculum of Pakistan has emphasized on improving content knowledge, reasoning abilities and problem-solving skills of students about thinking, communicating and solving mathematics (national mathematics curriculum of Pakistan, 2006). Whereas, there is a need to understand the point of view of teachers about the challenges they face in achieving the goals of national mathematics curriculum. This will help leading teacher training institutions to revisit their math teacher continuous professional development (CPD) programs and facilitate school leadership in improving the quality of math education in rural schools of the province. However, the purpose of this research study is to figure out the challenges that teachers are facing while achieving the goals of the national curriculum by teaching mathematics at the primary level in educational institutes of Pakistan.

In this research study qualitative research approaches have been utilized, in which focus group discussions (FGDs) were used as data collection techniques. Furthermore, thematic analysis of the data led toward the development of four overarching themes such as teachers' knowledge about mathematics curriculum, challenges relating to mathematics content and pedagogy, difficulties in developing conceptual understanding and designing lesson plans to address students' diversity.

The overall findings of this research study suggested that the majority of teachers are facing difficulties in mathematics content teaching such as decimal fraction, unitary method, measurement principles, practical geometry and data handling. Moreover, teachers are also facing challenges and difficulties in developing hands-on and minds-on activities in the teaching of mathematical concepts to the students of primary level in educational institutes of Pakistan.

This research study will facilitate the teachers and stakeholders to address the problematic issues in the domain of content delivery of mathematics. Whereas, this study recommends educating teachers about national mathematics curriculum and to develop a CPD framework for mathematics teachers for the enhancement of their pedagogical content knowledge. The study also recommends orientating school heads about the different aspects of math curriculum so that they can mentor math teachers in achieving math curriculum goals.

This is the first research study of its nature, which targets and highlights the teacher's perceptions toward the achieving the goals of national mathematics curriculum of Pakistan and addressing the pedagogical challenges faced in mathematics teachers. There is a dearth of studies in mathematics education in Sindh province. The issue is of immense importance, the findings will help teachers to improve mathematics instructions at primary level.

This paper discusses a program to train undergraduate students as near peer teachers delivering course-embedded information literacy instruction to undergraduate students.

The approach involved the development and delivery of a curriculum combining information literacy concepts and teaching pedagogy. Significant student feedback was gathered which determined the final program structure.

While the curriculum was successful in developing students' information literacy competencies and pedagogical skills, stakeholder buy-in and the COVID-19 pandemic hindered the program. Additionally, the goal of the program – solo student teaching, was not realized.

Peer teaching is widely implemented in many disciplines; however, its application in academic libraries has focused more on peer reference, rather than peer teaching. This case study adds to the body of literature on this topic related to student peer teaching in academic libraries.

The purpose of this paper is to report on an exploratory study, Project En-ELT (enhancing English language learning and teaching), which used lesson study to mediate curriculum innovation to enhance student learning by engaging teachers in learning and implementing effective English language teaching strategies and formative assessment practices in seven lower secondary schools in Singapore over two years. It aims to portray how lesson study can be adapted to build teacher pedagogical capacity in carrying out the language development goals formulated in the revised national English Language Syllabus 2010.

Project evaluation is embedded systematically into the research design from the very beginning of the pilot to in between each step of lesson study process across three consecutive cycles in order to evaluate the effectiveness of the pilot program from the project advisors’, participating teachers’ and students’ perspectives. Both the quantitative and qualitative data were collected in and across the instructional steps and lesson study cycles to create immediate evidence-based feedback to inform continuous on-going adjustment and improvement.

Findings indicate that across the three cycles the lesson study teams moved from isolated to collaborative planning; from poor understanding and mechanical execution of the retelling strategy to a more sophisticated and skilful use of reciprocal teaching. An increase was found in teacher confidence and positive attitude towards the value of the project in developing their language and teaching effectiveness. There was enhanced student engagement and collaborative participation in the lessons while assessment for learning was fostered in the classroom.

Program evaluation provided feedback loops to ensure that each enactment stage and cycle learns from and builds on the limitations and strengths of the previous one(s) so internal consistency, continuity and coherence can be achieved for concrete implementation; different perspectives from the project officers/researchers, teachers and students were collected consistently and analyzed to gauge the accuracy of the findings; the collaboration between Ministry of Education curriculum officers, specialists and teachers, through lesson study, was able to create democratic relations rested upon interdependence, and mutual respect and trust; and it provides an illustrative case of how lesson study can be used effectively to help schools carry out national curriculum and pedagogical innovations. The project has important implications for addressing the issues of implementation and sustainability of innovative curriculum practices.