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Tahirsylaj, Armend
Publications (10 of 16) Show all publications
Tahirsylaj, A. (2019). Revisiting ‘curriculum crisis’ dialogue: in search of an antidote. Nordic Journal of Studies in Educational Policy, 5(3), 180-190
Open this publication in new window or tab >>Revisiting ‘curriculum crisis’ dialogue: in search of an antidote
2019 (English)In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 5, no 3, p. 180-190Article in journal (Refereed) Published
Abstract [en]

This article builds upon the international dialogue around ‘curriculum crisis’ initiated by Michael Young in Journal of Curriculum Studies (JCS) in 2013 and followed up in JCS in 2015. It seeks to expand the dialogue in three avenues. First, when considered from a sociological perspective, Young is correct to declare ‘curriculum crisis’; however, his position is limited only to the conflict theory. Second, from educational perspectives, the curriculum crisis as such is self-inflicted and it has been more of a battle among different curriculum ideologies in the Anglo-Saxon world and resistance to Bildung-centred Didaktik tradition in the Western world more broadly. Third, it points to the fourth industrial revolution as an inevitable phase. It concludes that ‘curriculum crisis’ is only partially about bringing knowledge back in, and the article suggests ‘the prepared mind’ as a metaphor to bridge knowledge and learning outcome perspectives. Specialized knowledge in curricula will become even more relevant in the innovation age, and a prepared mind adaptable to the changing world and open to continued learning can assist individuals navigate life and career creatively, meaningfully and constructively. © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
Bildung, curriculum ideologies, Didaktik, innovation age, sociology of education, the prepared mind
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-99265 (URN)10.1080/20020317.2019.1664217 (DOI)2-s2.0-85091722794 (Scopus ID)
Available from: 2020-12-07 Created: 2020-12-07 Last updated: 2020-12-07Bibliographically approved
Tahirsylaj, A. & Wahlström, N. (2019). Role of transnational and national education policies in realisation of critical thinking: the cases of Sweden and Kosovo. Curriculum Journal, 30(4), 484-503
Open this publication in new window or tab >>Role of transnational and national education policies in realisation of critical thinking: the cases of Sweden and Kosovo
2019 (English)In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, Vol. 30, no 4, p. 484-503Article in journal (Refereed) Published
Abstract [en]

Against the backdrop of the push from the European Commission and the Organisation for Economic Cooperation and Development for competence-based curricula, this article problematises the complexity of developing 21st century skills, such as critical thinking, by addressing the role transnational and national policy contexts play in realising critical thinking in the national contexts of Sweden and Kosovo. The article distinguishes between policy-critical thinking and civic-critical thinking. Relying on analyses of curriculum and policy documents, it is concluded that while in the Swedish context critical thinking competence (or ability) seems to be much more implicit than explicit, in Kosovo, the national curriculum makes explicit references to thinking competences as a form of policy-critical thinking and civic competencies as a form of civic-critical thinking. Thus, students in both contexts have opportunities to develop critical thinking skills. Further, Sweden emerges as a divergent case and Kosovo as a convergent case with regard to transnational policy flow research paradigms.

 

Place, publisher, year, edition, pages
Taylor & Francis Group, 2019
Keywords
Competence-based curricula; critical thinking; transnational education policies; teacher education; mother tongue; Sweden; Kosovo
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-84014 (URN)10.1080/09585176.2019.1615523 (DOI)000498044600008 ()2-s2.0-85066063537 (Scopus ID)
Available from: 2019-05-28 Created: 2019-05-28 Last updated: 2023-03-17Bibliographically approved
Tahirsylaj, A. (2019). Teacher autonomy and responsibility variation and association with student performance in Didaktik and curriculum traditions. Journal of Curriculum Studies, 51(2), 162-184
Open this publication in new window or tab >>Teacher autonomy and responsibility variation and association with student performance in Didaktik and curriculum traditions
2019 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 2, p. 162-184Article in journal (Refereed) Published
Abstract [en]

The primary objective of the study was to empirically test theoretical claims made about differences between Didaktik and curriculum traditions concerning teacher autonomy (TA) and teacher responsibility (TR). It tests the hypothesis that TA and TR are higher among Didaktik than curriculum countries. The second objective was to explore associations of TA and responsibility measures with students’ science performance? Nationally representative data from 2009 Programme for International Student Assessment (PISA), collected through a two-step random selection process were used. For TA individual items Mann–Whitney rank-sum test was employed, while a difference of proportion test was used for TR items to examine the differences. Hierarchical linear modelling (HLM) was used to examine association of TA and TR items with students’ science performance in PISA 2009. Overall and contrary to the initial hypothesis, teachers in curriculum countries enjoy both more autonomy and responsibility than teachers in Didaktik countries, but differences were substantively weak. Furthermore, within-country associations of autonomy and responsibility measures with students’ science performance were found in a few countries. Further research is recommended to address TA and responsibility and complexities that accompany them in current stakeholder-crowded school contexts.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
Didaktik, Curriculum, Teacher autonomy, Teacher responsibility, PISA
National Category
Didactics Pedagogical Work Pedagogy Learning
Research subject
Education, General Didactics
Identifiers
urn:nbn:se:lnu:diva-78443 (URN)10.1080/00220272.2018.1535667 (DOI)000458398800002 ()2-s2.0-85055122418 (Scopus ID)
Available from: 2018-10-23 Created: 2018-10-23 Last updated: 2019-08-29Bibliographically approved
Tahirsylaj, A. & Sundberg, D. (2018). Competence-based Education Studies in Primary and Secondary Education: A Systematic Review 1997-2017. In: : . Paper presented at EERA / ECER 2018 “Inclusion and Exclusion, Resources for Educational Research?”, 3 – 7 September,Bolzano, Italy.
Open this publication in new window or tab >>Competence-based Education Studies in Primary and Secondary Education: A Systematic Review 1997-2017
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-77615 (URN)
Conference
EERA / ECER 2018 “Inclusion and Exclusion, Resources for Educational Research?”, 3 – 7 September,Bolzano, Italy
Available from: 2018-09-08 Created: 2018-09-08 Last updated: 2019-02-12Bibliographically approved
Tahirsylaj, A. (2018). Curriculum Reform as a Political Statement in Developing Contexts: A Discursive and Non-affirmative Approach. Transnational Curriculum Inquiry, 15(2), 38-49
Open this publication in new window or tab >>Curriculum Reform as a Political Statement in Developing Contexts: A Discursive and Non-affirmative Approach
2018 (English)In: Transnational Curriculum Inquiry, ISSN 1449-8855, Vol. 15, no 2, p. 38-49Article in journal (Refereed) Published
Abstract [en]

While not an entire global phenomenon, competency-based curricula have gained relevance and presence, primarily as a policy promoted by the European Commission with the European context. Kosovo – a non EU-state – shifted its curriculum from content-based to competency-based in its latest 2011 curriculum reform. This article focused on the opportunities that Kosovo students have to master learning competencies considering coverage of this specific competency within the main Kosovo’s Curriculum Framework, mathematics teacher education programmes, and grade 6 and grade 10 mathematics syllabi. Relying on document analysis methodologically and discursive institutionalism and non-affirmative theory theoretically, the analysis and findings show that learning competencies are central in the Kosovo’s new curricula, defined as one of the six key competencies to be mastered by students over their pre-university education from grade 1 to 12. Regarding teacher education programmes, findings show that BA degree for mathematics still relies in strong disciplinary knowledge, while the MA degree has been updated to reflect the latest reform. Grades 6 and Grade 10 mathematics syllabi are fully in line with KCF. Strong coordinative and communicative discourses have been at play to create the conditions for the shift from content- to competency-based curricula, while competency-based approach in itself is both an affirmative process, since curricula and learning outcomes are clearly defined from a top-down approach, and non-affirmative enough to allow for opportunities for students to obtain an open and critical outlook for themselves and democratic society – now and in the future.

Place, publisher, year, edition, pages
International Association for the Advancement of Curriculum Studies, 2018
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-79522 (URN)10.14288/tci.v15i2.191089 (DOI)000450874700004 ()
Available from: 2019-01-17 Created: 2019-01-17 Last updated: 2024-01-31Bibliographically approved
Tahirsylaj, A. & Wahlström, N. (2018). Role of learning environments and policy contexts in realization of dispositional learning outcomes in Europe. In: : . Paper presented at Nordic Educational Research Association Conference,Oslo, March 8-10.
Open this publication in new window or tab >>Role of learning environments and policy contexts in realization of dispositional learning outcomes in Europe
2018 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

With “A New Skills Agenda for Europe”, the European Commission [EC] doubled down on its push towards more skills-based education as “[…] pathway to employability and prosperity” (EC, 2016, p. 2). In the EC Agenda, the term ‘skills’ is defined broadly as what a person knows, understands, and can do. Emphasis on skills-based approaches was initiated in mid-90s by UNESCO under Jacque Delor leadership (Delors, 1996), followed by OECD’s Definition and Selection of Competencies (DeSeCo) project, which then led to The European Reference Framework of key competences (Official Journal of the European Union [OJEU], 2006). This paper aims to problematize and show the complexity of developing 21st century skills or dispositional learning outcomes (DLEs) by focusing on conceptually addressing the role of learning environments and policy contexts in realizing DLEs in the European context.

We frame the discussion on the potential of education systems to realize DLEs around Curriculum and Didaktik traditions as per Deng and Luke (2008), where curriculum is elaborated along the lines of four main overarching perspectives, namely academic rationalism, social efficiency, humanism, and social resconstructionism, and Didaktik as European-based framework for curriculum making at the classroom level. Next, we turn to trans-national policy flows and how they have affected national education policy contexts.

The paper employs document analysis to address two main research questions: first, how do trans-national policies affect national education and curriculum policies? And second, how do different curriculum theoretical underpinnings affect the potential to realize DLEs? The document analysis will focus on two European national contexts – one EU (Sweden) and one non-EU (Kosovo) member state. The paper will primarily focus on dissecting policies related to curriculum, teacher education and assessment in the two countries.

Keywords
comparative research, transnational policy, curriculum theory
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-77075 (URN)
Conference
Nordic Educational Research Association Conference,Oslo, March 8-10
Available from: 2018-08-08 Created: 2018-08-08 Last updated: 2019-02-12Bibliographically approved
Tahirsylaj, A., Mann, B. & Matson, J. (2018). Teaching Creativity at Scale: Overcoming Language Barriers in a MOOC. International Journal of Innovation, Creativity and Change, 4(2), 1-19
Open this publication in new window or tab >>Teaching Creativity at Scale: Overcoming Language Barriers in a MOOC
2018 (English)In: International Journal of Innovation, Creativity and Change, ISSN 2201-1315, Vol. 4, no 2, p. 1-19Article in journal (Refereed) Published
Abstract [en]

Massive Open Online Courses (MOOCs) allow higher education institutions to deliver courses for free to anyone with Internet access and thus to attract expansive linguistically diverse audiences worldwide. The purpose of this article is to address language barriers and challenges for creating and maintaining online learning communities in the Creativity, Innovation and Change (CIC) MOOC. This exploratory and descriptive study relied on CIC MOOC data and learning analytics framework to guide the analysis. The article discusses a number of strategies for fostering community as well as course innovations to make CIC more attractive and engaging. Authors conclude that understanding how to promote community with linguistically diverse students when aiming to teach creativity at scale contributes to a better comprehension of and responding to the needs and challenges of non-native speakers in the MOOC platforms.

Place, publisher, year, edition, pages
Australia: Primrose Hall Publishing Group, 2018
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-77068 (URN)2-s2.0-85070669184 (Scopus ID)
Available from: 2018-08-07 Created: 2018-08-07 Last updated: 2021-09-17Bibliographically approved
Tahirsylaj, A. (2017). Curriculum Field in the Making: Influences That Led to Social Efficiency as Dominant Curriculum Ideology in Progressive Era in the U.S.. European Journal of Curriculum Studies, 4(1), 618-628
Open this publication in new window or tab >>Curriculum Field in the Making: Influences That Led to Social Efficiency as Dominant Curriculum Ideology in Progressive Era in the U.S.
2017 (English)In: European Journal of Curriculum Studies, ISSN 2182-7168, Vol. 4, no 1, p. 618-628Article in journal (Refereed) Published
Abstract [en]

This article problematizes the development of curriculum field in the United States at the turn of the 20th century. During the time, the curriculum field was – and to some extent still is - far from a clearly defined, unified, wellestablished theory of education or education programme. The present article addresses the development of curriculum field in the United States through a historical lens. Specifically, it initially briefly discusses the four widelyrecognized competing curriculum ideologies or approaches, namely humanists, developmentalists, social reconstruction, and social efficiency, as well as European influences on these approaches. In the second part, it discusses how social efficiency model became the prevailing education ideology throughout the 20th century to date in the U.S. context. It is concluded that prevailing interests and needs of the U.S. at the turn of 20th century aligned well with promises of social efficiency education ideology, thus, paving the way for it to become the dominant curriculum approach that we know today, while the other ideologies remained part of U.S. mainstream education to lesser extent, and never ceased to exist completely.

Place, publisher, year, edition, pages
Online: European Association of Curriculum Studies, 2017
Keywords
Curriculum, Humanistic approach, Developmentalist approach, Social reconstruction, Social efficiency
National Category
Pedagogy Didactics
Research subject
Pedagogics and Educational Sciences, Education; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-69841 (URN)
Available from: 2018-01-15 Created: 2018-01-15 Last updated: 2018-01-26Bibliographically approved
Horvatek, R. & Tahirsylaj, A. (2017). Small States 'Acting Big': How Minority Education Models in Post-Conflict Croatia and Kosovo Perpetuate Segregated Societies. In: Tavis D. Jules, Patrick Ressler (Ed.), Re-Reading Education Policy and Practice in Small States: Issues of Size and Scale in the Emerging «Intelligent Society and Economy» (pp. 111-131). Frankfurt am Main: Peter Lang Publishing Group
Open this publication in new window or tab >>Small States 'Acting Big': How Minority Education Models in Post-Conflict Croatia and Kosovo Perpetuate Segregated Societies
2017 (English)In: Re-Reading Education Policy and Practice in Small States: Issues of Size and Scale in the Emerging «Intelligent Society and Economy» / [ed] Tavis D. Jules, Patrick Ressler, Frankfurt am Main: Peter Lang Publishing Group, 2017, p. 111-131Chapter in book (Refereed)
Place, publisher, year, edition, pages
Frankfurt am Main: Peter Lang Publishing Group, 2017
Series
Comparative Studies Series
National Category
Didactics
Research subject
Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-69320 (URN)10.3726/978-3-653-02633-7 (DOI)9783653026337 (ISBN)
Note

Ej belagd 20180509

Available from: 2017-12-15 Created: 2017-12-15 Last updated: 2018-05-09Bibliographically approved
Bismack, A. S., Ong, Y.-S., Tahirsylaj, A. & Duschl, R. (2016). Driving change forward: Summary. In: Richard A. Duschl, Amber S. Bismack (Ed.), Reconceptualizing STEM Education: The central role of practices. Routledge
Open this publication in new window or tab >>Driving change forward: Summary
2016 (English)In: Reconceptualizing STEM Education: The central role of practices / [ed] Richard A. Duschl, Amber S. Bismack, Routledge, 2016Chapter in book (Refereed)
Place, publisher, year, edition, pages
Routledge, 2016
Series
Teaching and Learning in Science Series
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-62569 (URN)978-1-138-90103-2 (ISBN)
Available from: 2017-04-24 Created: 2017-04-24 Last updated: 2017-05-05Bibliographically approved
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