Within the context of recent, and ongoing, plural pandemics such as COVID-19 up/ending lives, social and racial chaos and catastrophe, political pressures, and economic convulsions, The Kaleidoscope of Lived Curricula: Learning Through a Confluence of Crises offers a journey through a collection of scholarly reflective creative pieces--stories of lived curricula.
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 International Society for Language Studies (ISLS) introduces its second volume in the series Readings in Language Studies with Language and Power, a text that represents international perspectives on power and bilingualism, identity in professions, media, the learner, and pedagogy.
The book suggests that culturally responsive and sustaining education should be the guiding principle in our schools, and that community partnerships be developed in a similar light.
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.
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.
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.
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.
It has been widely noted that society has moved away from seeing truth as an objective and, in some ways, important part of what it means to be educated.
Curriculum Windows: What Curriculum Theorists of the 1990s 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 1990s in contemporary terms.
The purpose of this book is to encourage teachers and administrators to move beyond traditional course structures and to ask them to consider designing experiential curriculum that is interdisciplinary and focused on solving real world problems.
Curriculum Windows: What Curriculum Theorists of the 1990s 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 1990s in contemporary terms.
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 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.
Inquiry plays a vital role in history as a discipline which constructs knowledge about the past and it is a vital organizing principle in history education in many countries around the world.
BIPOC Alliances: Building Communities and Curricula is a collection of reflective experiences that confront, challenge, and resist hegemonic academic canons.
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 explores the negotiation of the ways that teachers are involved in the process of changing curriculum and pedagogies and also the realities of implimenting those changes in the classroom.
This volume covers topics including: A New Theoretical Framework for Education, University Curriculum Reforms and Curriculum and Teaching in an Age of School Reform
The book series, entitled "e;Research in Curriculum and Instruction"e;, will focuses on a) considerations of curriculum practices at school, district, state, and federal levels, b) relationship of curriculum practices to curriculum theories and societal issues, c) concerns derived from curriculum policy analyses and from analyses of various curriculum advocacies, and d) insights derived from investigations into curriculum history.
This volume contains the proceedings of the First International Curriculum Conference sponsored by the Center for the Study of Mathematics Curriculum (CSMC).
Teacher-pupil planning means teachers and students working in a partnership to articulate a problem/concern, develop objectives, locate materials/resources, and evaluate progress.
Curriculum Windows: What Curriculum Theorists of the 2000s 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 2000s in contemporary terms.
Teacher-pupil planning means teachers and students working in a partnership to articulate a problem/concern, develop objectives, locate materials/resources, and evaluate progress.
Curriculum Windows: What Curriculum Theorists of the 2000s 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 2000s in contemporary terms.
Curriculum Windows: What Curriculum Theorists of the 1980s 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 1980s in contemporary terms.
The Curriculum and Pedagogy book series is an enactment of the mission and values espoused by the Curriculum and Pedagogy Group, an international educational organization serving those who share a common faith in democracy and a commitment to public moral leadership in schools and society.
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.
In this special edition, we call attention to the role of Critical Multicultural Citizenship Education (CMCE) in schools, societies and global contexts.
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?
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.
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 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.
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.
