Equipped with cultural tools like cell phones, computers and video cameras, youth are called upon to improvise and construct themselves symbolically in a continuously connected world; yet new teachers and students are still expected to learn and deliver standardized, placeless forms of scripted curriculum.
Comprehensive guidance to support those involved in secondary education in developing the curriculum to meet the requirements of the new Ofsted (2019) framework.
This primer for prospective and practicing teachers asks students to question the historical present and their relation to it, and in so doing, reflect on their own understandings of what it means to teach, to study, to educate, and to become educated in the present moment in the places we inhabit.
This primer for prospective and practicing teachers asks students to question the historical present and their relation to it, and in so doing, reflect on their own understandings of what it means to teach, to study, to educate, and to become educated in the present moment in the places we inhabit.
This volume brings together an international set of contributors in education research, policy and practice to respond to the influence the noted academic Professor Michael Young has had on sociology, curriculum studies and professional knowledge over the past fifty years, and still has on the field to this day.
In this book, first published in 1978, Allen Brent sets out to explore some of the questions raised by theorists and philosophers regarding curriculum.
In this book, first published in 1978, Allen Brent sets out to explore some of the questions raised by theorists and philosophers regarding curriculum.
Part of a growing group of works that addresses the burgeoning field of sound studies, this book attends not only to theoretical and empirical examinations, but also to methodological and philosophical considerations at the intersection of sound and education.
Part of a growing group of works that addresses the burgeoning field of sound studies, this book attends not only to theoretical and empirical examinations, but also to methodological and philosophical considerations at the intersection of sound and education.
The freedom of students to learn at university is being eroded by a performative culture that fails to respect their rights to engage and develop as autonomous adults.
The freedom of students to learn at university is being eroded by a performative culture that fails to respect their rights to engage and develop as autonomous adults.
Preparing the Educator in Counselor Education is a comprehensive skill development resource for counselor educators looking to engage students, develop curriculum, and provide effective feedback.
Preparing the Educator in Counselor Education is a comprehensive skill development resource for counselor educators looking to engage students, develop curriculum, and provide effective feedback.
Questioning the Language of Improvement and Reform in Education challenges the language used in education by linking the language of both the public and professional domains with the changing intentions of the governance of education.
Questioning the Language of Improvement and Reform in Education challenges the language used in education by linking the language of both the public and professional domains with the changing intentions of the governance of education.
Librarians and faculty members offer perspectives, workshop initiatives, and classroom strategies to assist readers in increasing news literacy on their campus.
In The Mythopoetics of Currere, Doll uses depth psychology, myth, and literature to offer a new approach to currere, the root of curriculum, through essays exploring significant literary images that open doorways into the fictions that layer the self.
In The Mythopoetics of Currere, Doll uses depth psychology, myth, and literature to offer a new approach to currere, the root of curriculum, through essays exploring significant literary images that open doorways into the fictions that layer the self.
In the first volume in the Critical Global Citizenship Education series, Torres combines theoretical and empirical research to present an original perspective on global citizenship education as a vitally important way of learning in a globalized world.
In the first volume in the Critical Global Citizenship Education series, Torres combines theoretical and empirical research to present an original perspective on global citizenship education as a vitally important way of learning in a globalized world.
This multi-genre book is a deconstructive project that reveals the elisions, blind spots, and loci within the complex web of daily life of four schoolgirls.
The Education Reform Act introduced in England and Wales in 1988 brought about enormous changes in schools, both as management units and as educational institutions.
The Education Reform Act introduced in England and Wales in 1988 brought about enormous changes in schools, both as management units and as educational institutions.
Conceptually rich and grounded in cutting-edge research, this book addresses the often-overlooked roles and implications of diversity and indigeneity in curriculum.
INFANTS AND TODDLERS: CAREGIVING AND RESPONSIVE CURRICULUM DEVELOPMENT, 9th Edition, guides you through the acquisition of skills necessary to provide high-quality care for infants and toddlers in any educational setting.
Schools wishing to introduce the IB Diploma Programme are faced with major investment in terms of time, effort and money in order to become authorised.
The scholarship of New Directions in Curriculum as Phenomenological Text manifests through close readings and interpretations of curriculum theorists and Continental philosophers, presented in the form of 'speculative philosophical essays,' an important form of curriculum thinking-writing all but lost to the general contemporary field of research.
Community Colleges and First-Generation Students examines a community college writing classroom through ten students from diverse linguistic, ethnic, socio-economic, and national backgrounds.
This research-based book dissects and explores the meaning and nature of Inquiry in teaching and learning in schools, challenging existing concepts and practices.
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.
