國立虎尾科技大學 |

Centralized Curriculum Control Discourses : = The Case of South Korea.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Centralized Curriculum Control Discourses :/
其他題名:	The Case of South Korea.
作者:	Jang, Soo Bin.
面頁冊數:	1 online resource (112 pages)
附註:	Source: Dissertations Abstracts International, Volume: 78-11, Section: A.
Contained By:	Dissertations Abstracts International78-11A.
標題:	Education policy. -
電子資源:	click for full text (PQDT)
ISBN:	9781369763713

Centralized Curriculum Control Discourses : = The Case of South Korea.
Jang, Soo Bin.

Centralized Curriculum Control Discourses :The Case of South Korea. - 1 online resource (112 pages)

Source: Dissertations Abstracts International, Volume: 78-11, Section: A.

Thesis (Ph.D.)--Michigan State University, 2017.

Includes bibliographical references

Three independent but related studies in this dissertation consider how social conditions, political alignments, institutional arrangements, leadership, media, and rhetoric collectively shape national-level curriculum reform in South Korea. Drawing on the empirical investigation on the 2015 National Curriculum Reform (NCR), the three papers explore different dimensions of national-level curriculum deliberation. Complementing conventional curriculum decision-making studies, this dissertation aims to explore the potentiality of the field of curriculum deliberation, which can gain analytical strength by applying theories in political science. First paper looks at how key participants experienced national curriculum making in a centralized system particularly focusing on their meaning making process. Using constructivist grounded theory, I tried to answer two questions: (a) What meanings do key policy actors make of making national curriculum given their varied experiences? And (b) How do these meanings of national curriculum making relate to the way policy actors actually experience the curriculum making process? Findings show that participants attach variety meanings to the act of NCR and centralized system, the MOE's asymmetric power structures, impacts the deliberative environment in interesting ways. The overarching goal of second paper is to understand how the 2015 NCR was talked about-across supporting and opposing groups-in public deliberation spaces. Specifically, I examined problem redefinition and public persuasion procedures while focusing specifically on the following questions: (a) How the problems are constructed to justify the need for another national-level curriculum reform? (b) Which problem definitions get more public support and attention in Korean educational policy context? And (c) How did consensus form around one of the proposed problem definition? Findings revealed that the 2015 NCR was reframed as: a curriculum that (a) teaches more common contents, (b) is better organized, (c) addresses societal needs, (d) empower local schools and teachers, and (e) meet individual students' needs. The final paper asks: How education reform agenda get public attention in social media? To be more precise, it looks at the role of policy entrepreneurship in the production and circulation of 'a math failure' framing in social media. Using text mining and critical discourse analysis, this paper explores the patterns in the aspects of frequency, word clusters, types of social media outlets, and associations with different user groups. I discuss the significance of using social media as going public strategy for education policy entrepreneurship.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781369763713Subjects--Topical Terms:

1107727
Education policy.
Subjects--Index Terms:

Curriculum deliberationIndex Terms--Genre/Form:

554714
Electronic books.

Centralized Curriculum Control Discourses : = The Case of South Korea.
LDR:04172ntm a22004097 4500 001 1144900
005 20240617111710.5
006 m o d
007 cr mn ---uuuuu
008 250605s2017 xx obm 000 0 eng d
020 $a 9781369763713
035 $a (MiAaPQ)AAI10278333
035 $a (MiAaPQ)grad.msu:15280
035 $a AAI10278333
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Jang, Soo Bin. $3 1470076
245 1 0 $a Centralized Curriculum Control Discourses : $b The Case of South Korea.
264 0 $c 2017
300 $a 1 online resource (112 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 78-11, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Jacobsen, Rebecca J.;Crocco, Margaret S.
502 $a Thesis (Ph.D.)--Michigan State University, 2017.
504 $a Includes bibliographical references
520 $a Three independent but related studies in this dissertation consider how social conditions, political alignments, institutional arrangements, leadership, media, and rhetoric collectively shape national-level curriculum reform in South Korea. Drawing on the empirical investigation on the 2015 National Curriculum Reform (NCR), the three papers explore different dimensions of national-level curriculum deliberation. Complementing conventional curriculum decision-making studies, this dissertation aims to explore the potentiality of the field of curriculum deliberation, which can gain analytical strength by applying theories in political science. First paper looks at how key participants experienced national curriculum making in a centralized system particularly focusing on their meaning making process. Using constructivist grounded theory, I tried to answer two questions: (a) What meanings do key policy actors make of making national curriculum given their varied experiences? And (b) How do these meanings of national curriculum making relate to the way policy actors actually experience the curriculum making process? Findings show that participants attach variety meanings to the act of NCR and centralized system, the MOE's asymmetric power structures, impacts the deliberative environment in interesting ways. The overarching goal of second paper is to understand how the 2015 NCR was talked about-across supporting and opposing groups-in public deliberation spaces. Specifically, I examined problem redefinition and public persuasion procedures while focusing specifically on the following questions: (a) How the problems are constructed to justify the need for another national-level curriculum reform? (b) Which problem definitions get more public support and attention in Korean educational policy context? And (c) How did consensus form around one of the proposed problem definition? Findings revealed that the 2015 NCR was reframed as: a curriculum that (a) teaches more common contents, (b) is better organized, (c) addresses societal needs, (d) empower local schools and teachers, and (e) meet individual students' needs. The final paper asks: How education reform agenda get public attention in social media? To be more precise, it looks at the role of policy entrepreneurship in the production and circulation of 'a math failure' framing in social media. Using text mining and critical discourse analysis, this paper explores the patterns in the aspects of frequency, word clusters, types of social media outlets, and associations with different user groups. I discuss the significance of using social media as going public strategy for education policy entrepreneurship.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Education policy. $3 1107727
650 4 $a Curriculum development. $3 1148494
653 $a Curriculum deliberation
653 $a Curriculum policy
653 $a National curriculum reform
653 $a Policy framing
653 $a South korea
655 7 $a Electronic books. $2 local $3 554714
690 $a 0458
690 $a 0727
710 2 $a Michigan State University. $b Curriculum, Instruction, and Teacher Education. $3 1180035
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 78-11A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10278333 $z click for full text (PQDT)