Over the past fifteen years Northeast Asia has witnessed growing intraregional exchanges and interactions, especially in the realms of culture and economy.
This volume is a major new contribution to Joel Spring reportage and analysis of the intersection of global forces and education-offers a new paradigm for global school systems.
This volume is a major new contribution to Joel Spring reportage and analysis of the intersection of global forces and education-offers a new paradigm for global school systems.
This volume broadens the horizon of educational research in North America by introducing a comprehensive dialogue between Eastern and Western philosophies and perspectives on the subject of curriculum theory and practice.
This volume broadens the horizon of educational research in North America by introducing a comprehensive dialogue between Eastern and Western philosophies and perspectives on the subject of curriculum theory and practice.
In this text Jardine, Clifford, and Friesen set forth their concept of curriculum as abundance and illustrate its pedagogical applications through specific examples of classroom practices, the work of specific children, and specific dilemmas, images, and curricular practices that arise in concrete classroom events.
In this text Jardine, Clifford, and Friesen set forth their concept of curriculum as abundance and illustrate its pedagogical applications through specific examples of classroom practices, the work of specific children, and specific dilemmas, images, and curricular practices that arise in concrete classroom events.
In this book Tero Autio traces not only the key philosophical currents that structure traditional Anglo-American instrumental curriculum theory and Didaktik theories of curriculum which are lesser-known in the U.
Developing Inquiry for Learning shows how university tutors can help students to improve their abilities to learn and to become professional inquirers.
When first published this book was one of the first collections of empirical research in the area of the knowledge transmitted in schools and the responses of students to it.
When first published this book was one of the first collections of empirical research in the area of the knowledge transmitted in schools and the responses of students to it.
This book reappraises the British and American experience in curriculum studies, the curious way in which it has been dominated by certain ideas and introduces the reader to alternative ways of perceiving, defining and approaching its problems.
This book reappraises the British and American experience in curriculum studies, the curious way in which it has been dominated by certain ideas and introduces the reader to alternative ways of perceiving, defining and approaching its problems.
It is often argued that education is concerned with the transmission of middle-class values and that this explains the relative educational failure of the working class.
If teacher education, as a field of study, is to contribute to the revitalization, re-moralization and re-politicization of Education, this book argues that it needs to be alert to questions of teachers' intellectual and political freedom and to concerns about the legitimacy of what we do in teacher education, in the name of Education.
If teacher education, as a field of study, is to contribute to the revitalization, re-moralization and re-politicization of Education, this book argues that it needs to be alert to questions of teachers' intellectual and political freedom and to concerns about the legitimacy of what we do in teacher education, in the name of Education.
Through its unique integration of curriculum and learning principles, Early Childhood Curriculum: A Constructivist Perspective, 2nd Edition fosters authentic, developmentally appropriate practice for both preschool and early elementary classrooms.
Through its unique integration of curriculum and learning principles, Early Childhood Curriculum: A Constructivist Perspective, 2nd Edition fosters authentic, developmentally appropriate practice for both preschool and early elementary classrooms.
This volume is a critical study of one of today's most controversial topics in educational theory, setting the many arguments in perspective and clarifying the issues that arise when attention is focused on the learner.
This volume is a critical study of one of today's most controversial topics in educational theory, setting the many arguments in perspective and clarifying the issues that arise when attention is focused on the learner.
In the World Library of Educationalists, international experts themselves compile career-long collections of what they judge to be their finest pieces , extracts from books, key articles, salient research findings, major theoretical and practical contributions , so the world can read them in a single manageable volume, allowing readers to follow th
This book uses detailed case studies of two secondary schools to examine the relationship between curriculum choice and gender identity among fourteen-year-old pupils making their first choices about what subjects to pursue at exam level.
This book uses detailed case studies of two secondary schools to examine the relationship between curriculum choice and gender identity among fourteen-year-old pupils making their first choices about what subjects to pursue at exam level.
Apple critically examines current trends in educational policy and draws on the issues of gender, class and economic pressure implicit in the battle for control of the curriculum.
Drawing from her in-depth ethnographic study of a London comprehensive school the author shows how gender formation for both girls and boys is mediated by disciplinary control, sexuality and the curriculum.
Apple critically examines current trends in educational policy and draws on the issues of gender, class and economic pressure implicit in the battle for control of the curriculum.
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.
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.
