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.
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.
In an age where we are inundated with information, the ability to discern verifiable information to make proper decisions and solve problems is ever more critical.
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.
The International Society for Language Studies (ISLS) inaugurates its first volume in the series Readings in Language Studies with Language Across Disciplinary Boundaries, a text that represents international perspectives on language and identity, critical pedagogy, language and power, perspectives on second language acquisition and teacher education.
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.
Language and Social Justice is the fourth volume of the Readings in Language Studies series published by the International Society for Language Studies, Inc.
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 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.
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 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.
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.
Creative problem solving, collaboration, and technology fluency are core skills requisite of any nation's workforce that strives to be competitive in the 21st Century.
Filling in the Blanks is a book dedicated to helping policymakers, researchers, academics and teachers, better understand standardized testing and the Black-White achievement gap.
Foundations of Leadership explores the foundations of leadership by confronting common assumptions and provides language for engaging in the leadership process as a leader and a follower.
This volume contains the proceedings of the First International Curriculum Conference sponsored by the Center for the Study of Mathematics Curriculum (CSMC).
On Indian Ground: Northwest is the second of ten regionally focused texts that explores American Indian/Alaska Native/Native Hawaiian education in depth.
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).
America's schools are constantly in the news today for safety concerns, contested curricula, teacher quality, test scores, and a variety of other topics.
edTPA is the most widely-used performance assessment for pre-service teachers in the United States, and a requirement in many states for teaching licensure.
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.
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?
It is now nearly thirty years since sociocultural theories of learning created great excitement and debate amongst those concerned with learning in diverse contexts.
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.
While the research on bullying and peer victimization has increased considerably over the past 20 years, a number of studies are emerging that document mixed results of bullying and prevention programs.
This volume of the Perspectives on Mentoring Series explores the role of mentoring in promoting wellbeing of both mentees or proteges and mentors in K-12 school settings.
