Assessing alignment between curriculum standards and teachers’ instructional practices in China’s school music education

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6 Citations (Scopus)

Abstract

Alignment between curriculum standards and teachers’ classroom instructional practices is critical in assessing curriculum implementation effectiveness and students’ learning. Using a modified version of the Surveys of Enacted Curriculum (SEC) for music, this study explored the alignment between the enacted curriculum and the national curriculum standards in the Chinese school system. Curriculum standards and classroom instructional practices were represented using sets of two-dimensional matrices that comprised content themes and five learning domains: Cognitive, Affective, Psychomotor, Social, and Cultural (the CAPSCt model). The results showed an overall high level of alignment (0.81–0.90). It was also suggested that the degree of alignment gradually decreased from the low grade to high grade band. Individual variations were evident in both the learning content and learning objectives, in which more emphasis was put on cognitive, affective, and psychomotor development than on social and cultural aspects. Methodological challenges and implications of the CAPSCt model for assessing curriculum enactment are also discussed. Copyright © 2022 The Author(s).
Original languageEnglish
Pages (from-to)56-76
JournalResearch Studies in Music Education
Volume45
Issue number1
Early online dateJun 2022
DOIs
Publication statusPublished - Apr 2023

Citation

Yang, Y. (2023). Assessing alignment between curriculum standards and teachers’ instructional practices in China’s school music education. Research Studies in Music Education, 45(1), 56-76. doi: 10.1177/1321103X221099852

Keywords

  • Alignment
  • Classroom instruction
  • Enacted curriculum
  • School music
  • Survey study

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