Development of Alternative Thinking Strategy Curriculum Design to Improve Academic, Social and Emotional Competence
Abstract
The majority of curriculum designs focus on academic competencies, and only very few curricular are designed that not only improve academic abilities but also improve students' social emotional and psychological competencies. In this research, the researcher designed an alternative thinking strategy curriculum and investigated its impact in improving students' social emotional competence, psychological health and academic competence. Quasi-experiment design was used involving 30 secondary schools who participated in the study. The research sample was divided into two groups, a control and experimental group, from a random cluster. The experimental group received the alternative thinking strategy curriculum (15 schools) and the control group followed the regular national curriculum (15 schools). The subjects investigated are science and language. Two-level hierarchical linear model analysis was used to investigate the impact of an alternative thinking strategies curriculum. Findings of this research show that alternative thinking strategy curriculum design is not only able to improve students’ social and emotional competence, but is also able to increase students' academic achievements. This can be seen in the average increase in student academic achievement and better student attitudes compared to students in the control group who received the national curriculum intervention. The most superior in providing an impact on each aspect is the cluster with medium frequency or the second cluster (C2). Another cluster shows that the implementation of the alternative thinking strategy curriculum is less than optimal regarding aspects of suitability, quality, responsiveness and reach of the curriculum. This is due to differences in the duration of implementation time. This alternative thinking strategy curriculum design also needs to consider students' cultural aspects related to geographic location. This is important to do as content for intervention in improving students' social and emotional competence.
https://doi.org/10.26803/ijlter.23.3.3
Keywords
Full Text:
PDFReferences
Ahlqvist, G., Larsson, J. O., Von Rosen, T., Westling Allodi, M., & Rydelius, P. A. (2019). The Sävsjö-school-project: A cluster-randomized trial aimed at improving the literacy of beginners - Achievements, mental health, school satisfaction and reading capacity at the end of grade three using an alternative school curriculum. Child and Adolescent Psychiatry and Mental Health, 13(1), 1–15. https://doi.org/10.1186/s13034-019-0285-0
Anderson, J. (2020). The STEM education phenomenon and its impact on school curriculum. Curriculum Perspectives, 40(2), 217–223. https://doi.org/10.1007/s41297-020-00107-3
Barfod, K., & Bentsen, P. (2018). Don’t ask how outdoor education can be integrated into the school curriculum; ask how the school curriculum can be taught outside the classroom. Curriculum Perspectives, 38(2), 151–156. https://doi.org/10.1007/s41297-018-0055-9
Bopardikar, A., Bernstein, D., Drayton, B., & McKenney, S. (2021). Designing educative curriculum materials in interdisciplinary teams: designer processes and contributions. In Instructional Science (Vol. 49, Issue 2). Springer Netherlands. https://doi.org/10.1007/s11251-021-09538-5
Brown, J. C., & Livstrom, I. C. (2020). Secondary Science Teachers’ Pedagogical Design Capacities for Multicultural Curriculum Design. Journal of Science Teacher Education, 31(8), 821–840. https://doi.org/10.1080/1046560X.2020.1756588
Byrne, C., & Prendergast, M. (2020). Investigating the concerns of secondary school teachers towards curriculum reform. Journal of Curriculum Studies, 52(2), 286–306. https://doi.org/10.1080/00220272.2019.1643924
Cheung, A. C. K., Keung, C., & Tam, W. (2022). Understanding Hong Kong Pre-primary School Teachers’ Curriculum Beliefs: A Modified Version of the Curriculum Orientation Inventory. Early Childhood Education Journal, 50(6), 959–968. https://doi.org/10.1007/s10643-021-01211-3
Ching, Y. H., Yang, D., Wang, S., Baek, Y., Swanson, S., & Chittoori, B. (2019). Elementary School Student Development of STEM Attitudes and Perceived Learning in a STEM Integrated Robotics Curriculum. TechTrends, 63(5), 590–601. https://doi.org/10.1007/s11528-019-00388-0
Datu, J. A. D., & Restubog, S. L. D. (2020). The emotional pay-off of staying gritty: linking grit with social-emotional learning and emotional well-being. British Journal of Guidance and Counselling, 48(5), 697–708. https://doi.org/10.1080/03069885.2020.1758922
Duncombe, S. L., Barker, A. R., Price, L., Walker, J. L., Liu, Y., Paris, D., & Stylianou, M. (2023). Making a HIIT: co-design of high-intensity interval training workouts with students & teachers within the curriculum. BMC Public Health, 23(1), 1–16. https://doi.org/10.1186/s12889-023-16613-8
Edgar, S. N., & Morrison, B. (2020). A vision for Social Emotional Learning and arts education policy. Arts Education Policy Review, 0(0), 1–6. https://doi.org/10.1080/10632913.2020.1774830
Foster, C., Francome, T., Hewitt, D., & Shore, C. (2021). Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum. Journal of Curriculum Studies, 53(5), 621–641. https://doi.org/10.1080/00220272.2021.1902569
Hadianto, D., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2021a). Enhancing scientific argumentation skill through partnership comprehensive literacy. Journal of Physics: Conference Series, 2098(1). https://doi.org/10.1088/1742-6596/2098/1/012015
Hadianto, D., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2021b). The role of multimodal text to develop literacy and change social behaviour foreign learner. International Journal of Instruction, 14(4), 85–102. https://doi.org/10.29333/iji.2021.1446a
Hadianto, D., S. Damaianti, V., Mulyati, Y., & Sastromiharjo, A. (2022). Effectiveness of Literacy Teaching Design Integrating Local Culture Discourse and Activities to Enhance Reading Skills. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2021.2016040
Haigh, M. (2020). Curriculum design for diversity: layering assessment and teaching for learners with different worldviews. Journal of Geography in Higher Education, 44(4), 487–511. https://doi.org/10.1080/03098265.2020.1803224
Hellman, D. S., & Milling, S. (2020). Social emotional learning in arts teacher education policy: a content analysis of assurance standards and course descriptions. Arts Education Policy Review, 0(0), 1–11. https://doi.org/10.1080/10632913.2020.1793251
Khazanchi, R., Khazanchi, P., Mehta, V., & Tuli, N. (2021). Incorporating Social–Emotional Learning to Build Positive Behaviors. Kappa Delta Pi Record, 57(1), 11–17. https://doi.org/10.1080/00228958.2021.1851581
Koglbauer, R. (2022). Ofsted’s Curriculum research review for languages - what does this mean for language teachers, department leaders, curriculum design and professional development? Language Learning Journal, 50(2), 262–267. https://doi.org/10.1080/09571736.2022.2045681
Kumaravel, B., Jenkins, H., Chepkin, S., Kirisnathas, S., Hearn, J., Stocker, C. J., & Petersen, S. (2020). A prospective study evaluating the integration of a multifaceted evidence-based medicine curriculum into early years in an undergraduate medical school. BMC Medical Education, 20(1), 1–11. https://doi.org/10.1186/s12909-020-02140-2
Lashley, Y., & Halverson, E. R. (2020). Towards a collaborative approach to measuring social-emotional learning in the arts. Arts Education Policy Review, 0(0), 1–11. https://doi.org/10.1080/10632913.2020.1787909
Mavilidi, M. F., Lubans, D. R., Morgan, P. J., Miller, A., Eather, N., Karayanidis, F., Lonsdale, C., Noetel, M., Shaw, K., & Riley, N. (2019). Integrating physical activity into the primary school curriculum: Rationale and study protocol for the “Thinking while Moving in English” cluster randomized controlled trial. BMC Public Health, 19(1), 1–12. https://doi.org/10.1186/s12889-019-6635-2
Menzi Çetin, N., & Akkoyunlu, B. (2020). Integrating scientific communication into middle school lessons: A curriculum design research. Education and Information Technologies, 25(4), 2371–2391. https://doi.org/10.1007/s10639-020-10208-1
O’Brien, A., Hamilton, S., Humphrey, N., Qualter, P., Boehnke, J. R., Santos, J., Demkowicz, O., Panayiotou, M., Thompson, A., Lau, J., Burke, L., & Lu, Y. (2023). Examining the impact of a universal social and emotional learning intervention (Passport) on internalising symptoms and other outcomes among children, compared to the usual school curriculum: study protocol for a school-based cluster randomised trial. Trials, 24(1), 1–15. https://doi.org/10.1186/s13063-023-07688-0
Omasta, M., Graham, M., Milling, S. L., Murray, E., Jensen, A. P., & Siebert, J. J. (2020). Social emotional learning and the national core arts standards: a cross-disciplinary analysis of policy and practices. Arts Education Policy Review, 0(0), 1–13. https://doi.org/10.1080/10632913.2020.1773366
Potari, D., Psycharis, G., Sakonidis, C., & Zachariades, T. (2019). Collaborative design of a reform-oriented mathematics curriculum: contradictions and boundaries across teaching, research, and policy. Educational Studies in Mathematics, 102(3), 417–434. https://doi.org/10.1007/s10649-018-9834-3
Richerme, L. K. (2020). Every Student Succeeds Act and social emotional learning: opportunities and considerations for P-12 arts educators. Arts Education Policy Review, 0(0), 1–7. https://doi.org/10.1080/10632913.2020.1787284
Roth McDuffie, A., Choppin, J., Drake, C., Davis, J. D., & Brown, J. (2018). Middle school teachers’ differing perceptions and use of curriculum materials and the common core. Journal of Mathematics Teacher Education, 21(6), 545–577. https://doi.org/10.1007/s10857-017-9368-0
Shieh, J. J., & Reynolds, B. L. (2021). The origin and impact of an ESL teacher’s beliefs on curriculum design. Asia Pacific Journal of Education, 41(3), 574–593. https://doi.org/10.1080/02188791.2020.1832043
Stokes, A., & Harmer, N. (2018). The value of ‘having a go’: Trialing a project-based learning activity to inform curriculum design. Journal of Geoscience Education, 66(4), 278–292. https://doi.org/10.1080/10899995.2018.1509599
Trinter, C. P., & Hughes, H. E. (2021). Teachers as Curriculum Designers: Inviting Teachers into the Productive Struggle. RMLE Online, 44(3), 1–16. https://doi.org/10.1080/19404476.2021.1878417
Turner, A. J., Sutton, M., Harrison, M., Hennessey, A., & Humphrey, N. (2020). Cost-Effectiveness of a School-Based Social and Emotional Learning Intervention: Evidence from a Cluster-Randomised Controlled Trial of the Promoting Alternative Thinking Strategies Curriculum. Applied Health Economics and Health Policy, 18(2), 271–285. https://doi.org/10.1007/s40258-019-00498-z
Willis, J. (2021). Stepping up Social–Emotional Learning to Reignite All Brains. Kappa Delta Pi Record, 57(1), 18–22. https://doi.org/10.1080/00228958.2021.1851582
Yuen, S., Boulton, H., & Byrom, T. (2018). School-based curriculum development as reflective practice: a case study in Hong Kong. Curriculum Perspectives, 38(1), 15–25. https://doi.org/10.1007/s41297-017-0032-8
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493