International Teaching and Learning at Universities investigates both the positive and the more problematic aspects of the internationalization of education.
The Whole Person: Embodying Teaching and Learning through Lectio and Visio Divina offers readers a rich collection of voices from diverse settings that illustrates the ways in which lectio divina as a contemplative practice can transform teaching and learning.
This edited book examines the concept of researcher independence and its various strands and manifestations using the conceptual lens of the hidden curriculum.
Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities.
Join Carol Ann Tomlinson and Caroline Cunningham Eidson in their continuing exploration of how real teachers incorporate differentiation principles and strategies throughout an entire instructional unit.
A rich, comparative case study systematically exploring two program approaches for preparing teachers of color, Gist's work explores culturally responsive pedagogy as a strategy for organizing teacher education.
This book reports on a five-year longitudinal study of the policy relating to the introduction of Liberal Studies, which was developed as an interdisciplinary curriculum in the New Senior Secondary (NSS) academic structure in post-colonial Hong Kong.
This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general.
This book provides a review of central contributions from a variety of countries, and is intended to enhance and expand the national professional dialogue on curricula in nursing and midwifery education.
Using Informative Assessments towards Effective Literacy Practices offers research driven solutions to improving student literacy success through the exploration of advancements in literacy assessment and instruction.
Environmental education expert David Sobel joins with a variety of colleagues to share their experiences and steps for creating a successful forest kindergarten program.
For many children much of the time their experience in classrooms can be rather dull, and yet the world the school is supposed to initiate children into is full of wonder.
Traditionally, spirituality has resided and been contained within religious frameworks but while the links between the two areas are still acknowledged by many in the contemporary world, spirituality is perceived by some as an aspect of human life that is distinct from religion.
In one volume, this edited collection provides both a theoretical and praxis-driven engagement with teaching world literature, focusing on various aspects of critical pedagogy.
The essential, comprehensive guide for developing and evolving your educational visionThe Second Edition of Curriculum Theory: Conflicting Visions and Enduring Concerns presents a clear, unbiased, and rigorous description of the major curriculum philosophies that have influenced educators and schooling over the last century.
Designed for all those who support older children and young adults with speech and language difficulties, this resource provides ideas, practical strategies and detailed information about the speech, language and communication needs (SLCN) of older students.
The Bloomsbury Handbook of Popular Music Educationdraws together current thinking and practice on popular music education from empirical, ethnographic, sociological and philosophical perspectives.
For many children much of the time their experience in classrooms can be rather dull, and yet the world the school is supposed to initiate children into is full of wonder.
This edited volume addresses the different methods professionals use to promote a critical reflective and reflexive stance among practitioners, leading to both a reconceptualization of practice and its subsequent change.
This edited book outlines the conceptualization, development, and use of a novel set of Culturally Sensitive Curricula Scales (CSCS) as an instrument for students to rate the cultural sensitivity of their curriculum, as well as a self-reflection tool for educators to use in order to make curriculum changes.
Engaging Worlds: Core Texts and Cultural Contexts asks what do we learn of texts, cultures, and the world's dynamics when we read core texts, widely and deeply, in core-structured programs of the world's colleges and universities?
Curriculum scholars and teachers working for social justice and equity have been caught up in acrimonious and polarizing political debates over content, ideology, and disciplinary knowledge.
The central theme of Curricular Conversations is this: Play is the thing that brings aesthetic curricular complications near educators and their students, making the lived consequences very vivid, tangible, and possible.
This book sets out to examine the neo-liberal dimensions of globalisation and market-driven economic imperatives that have impacted higher education reforms.
Curriculum and Imagination describes an alternative 'process' model for designing developing, implementing and evaluating curriculum, suggesting that curriculum may be designed by specifying an educational process which contains key principles of procedure.
This book investigates university internationalization in different national contexts and compares internationalization performance across national boundaries.
Creativities, Media, and Technology in Music Learning and Teaching is one of five paperback books derived from the foundational two-volume Oxford Handbook of Music Education.
This book discusses the topic of graduate employability from the premise that in this era of 'massification,' economic austerity, and political uncertainties, higher education (HE) no longer guarantees a clear 'work place advantage.
Initiatives that deconstruct and challenge the dominance of Western cultural knowledge in curriculum are gaining momentum, and though some of the most potent challenges come from the field of postcolonial theory, the implications of these challenges for theorizing curriculum have not been fully explored.
