Teacher collaborative curriculum design in technical vocational colleges: a strategy for maintaining curriculum consistency?

References

• Agrawal, T. (2012). Vocational education and training in India: Challenges, status and labor market outcomes. Journal of Vocational Education & Training, 64(4), 453–474. doi:10.1080/13636820.2012.727851
   Google Scholar
• Akomaning, E. (2012). Improving student internship through collaborative curriculum design in Ghanaian polytechnics (Doctoral thesis). University of Twente, Enschede. doi:10.3990/1.9789036533188
   Google Scholar
• Akomaning, E., Voogt, J. M., & Pieters, J. M. (2011). Internship in vocational education and training: Stakeholders' perceptions of its organization. Journal of Vocational Education and Training, 63(4), 575–592. doi:10.1080/13636820.2011.590222
   Google Scholar
• Albashiry, N., Voogt, J. M., & Pieters, J. M. (2015). Curriculum design practices of a vocational community college in a developing context: Challenges and needs. Community College Journal of Research and Practice. Advanced online publication. doi:10.1080/10668926.2014.942894
   PubMedGoogle Scholar
• Bakah, M. A., Voogt, J. M., & Pieters, J. M. (2012a). Curriculum reform and teachers' training needs: The case of higher education in Ghana. International Journal of Training and Development, 16, 67–76. doi:10.1111/j.1468-2419.2011.00389.x
   Google Scholar
• Bakah, M. A. B., Voogt, J. M., & Pieters, J. M. (2012b). Updating polytechnic teachers' knowledge and skills through teacher design teams in Ghana. Professional Development in Education, 38(1), 7–24. doi:10.1080/19415257.2011.576265
   Google Scholar
• Bakah, M. A. B., Voogt, J. M., & Pieters, J. M. (2012c). Advancing perspectives of sustainability and large-scale implementation of design teams in Ghana's polytechnics: Issues and opportunities. International Journal of Educational Development, 32, 787–796. doi:10.1016/j.ijedudev.2011.11.002
   Web of Science ®Google Scholar
• Baqadir, A., Patrick, F., & Burns, G. (2011). Addressing the skills gap in Saudi Arabia: Does vocational education address the needs of private sector employers?. Journal of Vocational Education & Training, 63(4), 551–561. doi: 10.1080/13636820.2011.589533
   Google Scholar
• Boateng, C. (2012). Restructuring vocational and technical education in Ghana: The role of leadership development. International Journal of Humanities and Social Science, 2(4), 108–114. Retrieved from http://ijhssnet.com/journals/Vol_2_No_4_Special_Issue_February_2012/15.pdf
   Google Scholar
• Bureau of the Conference of Ministers of Education of the African Union. (2007). Strategy to revitalize technical and vocational education and training (TVETT) in Africa (Addis Ababa). Retrieved from http://info.worldbank.org/etools/docs/library/243614/TVETT%20Strategy%20in%20Africa.pdf
   Google Scholar
• Crow, G. M., & Pounder, D. G. (2000). Interdisciplinary teacher teams: Context, design, and process. Educational Administration Quarterly, 36, 216–254. doi: 10.1177/0013161×00362004
   Web of Science ®Google Scholar
• European Training Foundation & World Bank. (2004). Technical education and vocational training in Yemen and its relevance to the labour market. Retrieved from http://www.etf.europa.eu/webatt.nsf/0/C12578310056925BC125700700289EEA/$file/MEDA_TEVT_Yemen_04_EN.pdf
   Google Scholar
• Finch, C. R, & Crunkilton, J. R. (1999). Curriculum development in vocational and technical education: Planning, content, and implementation (5th ed.). Boston: Allyn and Bacon.
   Google Scholar
• Fullan, M. G. (2007). The new meaning of educational change (4th ed.). New York, NY: Teachers College Press.
   Google Scholar
• George, J. M., & Lubben, F. (2002). Facilitating teachers' professional growth through their involvement in creating context-based materials in science. International Journal of Educational Development, 22(6), 659–672. doi:10.1016/S0738-0593(01)00033-5
   Web of Science ®Google Scholar
• Gustafson, K. L., & Branch, R. M. (2002). Survey of instructional development models (4th ed.). Syracuse, NY: ERIC Clearinghouse on Information & Technology.
   Google Scholar
• Handelzalts, A. (2009). Collaborative curriculum development in teacher design teams (Doctoral thesis). Retrieved from http://doc.utwente.nl/67385/1/thesis_A_Handelzalts.pdf
   Google Scholar
• Huizinga, T., Handelzalts, A., Niveen, N., & Voogt, J. M. (2014). Teacher involvement in curriculum design: Need for support to enhance teachers' design expertise. Journal of Curriculum Studies, 46(1), 33–57. doi: 10.1080/00220272.2013.834077
   Web of Science ®Google Scholar
• Huizinga, T., Handelzalts, A., Nieveen, N., & Voogt, J. M. (2015). Fostering teachers' design expertise in teacher design teams: Conducive design and support activities. The Curriculum Journal, 26(1), 137–163. doi: 10.1080/09585176.2014.990395
   Web of Science ®Google Scholar
• Kessels, J. W. M. (1999). A relational approach to curriculum design. In J. Van den Akker, R. Branch, K. Gustafson, N. Nieveen, & T. Plomp (Eds.), Design and development methodology in education (pp. 59–70). Dordrecht: Kluwer Academic Publishers.
   Google Scholar
• Kessels, J., & Plomp, T. (1999). A systematic and relational approach to obtaining curriculum consistency in corporate education. Journal of Curriculum Studies, 31(6), 679–709. doi:10.1080/002202799182945
   Web of Science ®Google Scholar
• Ko, W. (2007). Training, satisfaction with internship programs, and confidence about future careers among hospitality students: A case study in Taiwan. Journal of Teaching in Travel & Tourism, 7(4), 1–15. doi:10.1080/15313220802033245
   Google Scholar
• Lai, M., & Lo, L. N. (2008). Perceived workplace competences at three sites on the Chinese mainland. Journal of Vocational Education & Training, 60(2), 189–204. doi: 10.1080/13636820802042461
   Google Scholar
• Lattuca, L., & Stark, J. (2009). Shaping the college curriculum: Academic plans in context. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Marsh, C. J., & Willis, G. (1999). Curriculum: Alternative approaches, ongoing issues (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
   Google Scholar
• McKenney, S., Nieveen, N., & Van den Akker, J. (2006). Design research from a curriculum perspective. In J. van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational design research (pp. 67–90). London: Routledge.
   Google Scholar
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
   Google Scholar
• Nihuka, K. A., & Voogt, J. M. (2012). Collaborative e-learning course design: Impacts on instructors in the Open University of Tanzania. Australasian Journal of Educational Technology, 28(2), 232–248. Retrieved from http://www.ascilite.org.au/ajet/ajet28/nihuka.html
   Web of Science ®Google Scholar
• Piskurich, G. M. (2006). Rapid instructional design: Learning ID fast and right. San Francisco, CA: John Wiley & Sons, Inc.
   Google Scholar
• Pratt, D. (1994). Curriculum planning: A handbook for professionals. Toronto, ON: Harcourt Brace.
   Google Scholar
• Pukkila, P., DeCosmo, J., Swick, D.C., & Arnold, M.A. (2007). How to engage in collaborative curriculum design to foster undergraduate inquiry and research in all disciplines. In K. K. Karukstis, & T. E. Elgren (Eds.), Developing and sustaining a research-supportive curriculum: A compendium of successful practices (pp. 341–357). Washington, DC: Council on Undergraduate Research.
   Google Scholar
• Punia, R. S. (2001). A relations' approach to relevance in curriculum development in vocational education and training. Retrieved from http://www.actionresearch.net/living/punia/relevance.pdf
   Google Scholar
• Schell, C. (1992). The value of the case study as a research strategy. Manchester: Manchester Business School. Retrieved from http://www.finance-mba.com/Case%20Method.pdf
   Google Scholar
• Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22, 63–75. Retrieved from http://iospress.metapress.com/content/3ccttm2g59cklapx/
   Google Scholar
• Taba, H. (1962). Curriculum development: Theory and practice. New York, NY: Harcourt, Brace & World.
   Google Scholar
• Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27, 237–246. doi: 10.1177/1098214005283748
   Web of Science ®Google Scholar
• van den Akker, J. (2003). Curriculum perspectives: An introduction. In J. van den Akker, W. Kuiper, & U. Hameyer (Eds.), Curriculum landscape and trends (pp. 1–10). Dordrecht: Kluwer Academic Publishers.
   Google Scholar
• Visscher-Voerman, I., & Gustafson, K. (2004). Paradigms in the theory and practice of education and training design. Educational Technology Research & Development, 52(2), 69–89. doi:10.1007/BF02504840
   Web of Science ®Google Scholar
• Visscher-Voerman, I., Gustafson, K., & Plomp, T. (1999). Educational design and development: An overview of paradigms. In J. van den Akker, R. M. Branch, K. Gustafson, N. Nieveen, & T. Plomp (Eds.), Design approaches and tools in education and training (pp. 15–29). Dordrecht: Kluwer Academic Publishers.
   Google Scholar
• Voogt, J., Westbroek, H., Handelzalts, A., Walraven, A., Pieters, J., & De Vries, B. (2011) Teacher learning in collaborative curriculum design. Teaching and Teacher Education, 27(8), 1235–1244. doi:10.1016/j.tate.2011.07.003
   Web of Science ®Google Scholar
• Wiles, J. (2009). Leading curriculum development. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Yin, R. K. (2003). Case study research, design and methods. Newbury Park: Sage Publications.
   Google Scholar