In the first edition of this book published in 1988, Shirley Engle and I offered a broader and more democratic curriculum as an alternative to the persistent back-to-the-basics rhetoric of the '70s and '80s.
This volume covers topics including: A New Theoretical Framework for Education, University Curriculum Reforms and Curriculum and Teaching in an Age of School Reform
Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field is comprised of essays that delineate the genesis and evolution of the thought and work of pioneers in the field of social issues and education.
The Campaign for the Civic Mission of Schools (2011) lamented the "e;lack of high-quality civic education in America's schools [that] leaves millions of citizens without the wherewithal to make sense of our system of government"e; (p.
Matthew Arnold, 19th century English poet, literary critic and school inspector, felt that each age had to determine that philosophy that was most adequate to its own concerns and contexts.
The study reported in this volume adds to the growing body of evaluation studies that focus on the use of NSF-funded Standards-based high school mathematics curricula.
This book provides an essential resource for educators and museum professionals who wish to develop education focused eMuseums that feature motivational standards-based curriculum for diverse learners.
Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field is comprised of essays that delineate the genesis and evolution of the thought and work of pioneers in the field of social issues and education.
With increasing diversity and widening disparities in the United States and globally there are significant challenges and opportunities throughout the educational landscape.
From a field developed out of the need to train military personnel at scale to its current role in enabling virtual learning and training experiences, instructional design has developed into a complex, multifaceted discipline.
Curriculum Windows Redux: What Curriculum Theorists Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists in contemporary terms.
The purpose of the edited volume is to provide an international lens to examine evidence-based investigations in Ethno-STEM research: Ethno-science, Ethno-technology, Ethno-engineering, and Ethno-mathematics.
Curriculum Windows: What Curriculum Theorists of the 1970s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1970s in contemporary terms.
For social studies teachers reeling from the buffeting of top-down educational reforms, this volume offers answers to questions about dealing with the Common Core State Standards (CCSS).
In many elementary classrooms, social studies has taken a back seat to English Language Arts and Mathematics in the wake of No Child Left Behind and Race to the Top This volume is not another hand-wringing lament.
Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly fields of teaching and curriculum.
Liminal Spaces and Call for Praxis(ing) follows the theme of the Curriculum & Pedagogy conference that highlighted issues of power, privilege, and supremacy across timelines and borders.
Curriculum Windows: What Curriculum Theorists of the 1960s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1960s in contemporary terms.
In Necessary Spaces: Exploring the Richness of African American Childhood in the South, Saundra Murray Nettles takes the reader on a journey into neighborhood networks of learning at different times and places.
Robert Lake explores with the reader what is meant by imagination in the work of Maxine Greene and Paulo Freire and their relevance in an era of increasingly standardized and highly scripted practices in the field of education.
This book provides the most current and complete version of statements defining a competent instructional designer, for those who are or aspire to practice in virtually any context, anywhere in the world.
The mathematics curriculum - what mathematics is taught, to whom it is taught, and when it is taught - is the bedrock to understanding what mathematics students can, could, and should learn.
This book provides the most current and complete version of statements defining a competent instructional designer, for those who are or aspire to practice in virtually any context, anywhere in the world.
The goal of this text is to help teachers in diverse classrooms understand the importance of students' culture, languages, and schooling experiences to curriculum, assessment, and student achievement.
This book, the second in the series, is a distinct exploration of how educational policy makers, curriculum developers, educators, learners and social activists can utilize the hitherto untapped rich resource of African traditional oral literature and visual cultures.
Over the past thirty years, Holt High School in central Michigan has engaged in a quiet revolution that has transformed mathematics teaching and learning in the district.
This volume offers a collection of scholarship that extends curricular conversations, crosses borders of praxis, and expands democratic, critical and aesthetic imaginaries toward the ends of lending momentum to the ever-present and wide-open question: What is to be done- in terms of curriculum and pedagogy- in P-12 schools, in teacher education and other higher education contexts, in communities, as well as within our own lives as teachers, leaders and learners?
This book, the second in the series, is a distinct exploration of how educational policy makers, curriculum developers, educators, learners and social activists can utilize the hitherto untapped rich resource of African traditional oral literature and visual cultures.
Curriculum Windows: What Curriculum Theorists of the 1950s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1950s in contemporary terms.
On Indian Ground: Northwest is the second of ten regionally focused texts that explores American Indian/Alaska Native/Native Hawaiian education in depth.
Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly field of teaching and curriculum.
The goal of this text is to help teachers in diverse classrooms understand the importance of students' culture, languages, and schooling experiences to curriculum, assessment, and student achievement.
10 Great Curricula is a collection of stories written by educators who have come to understand curricula differently as a result of their engagement with a graduate course and its instructor.
The purpose of the edited volume is to provide an international lens to examine evidence-based investigations in Ethno-STEM research: Ethno-science, Ethno-technology, Ethno-engineering, and Ethno-mathematics.
