This book situates the Curriculum Theory Project at Louisiana State University within a larger historical framework of curriculum work, examining the practices which have sustained this type of curricular vitality over the lifetime of the field's existence.
Laut nationalem Integrationsplan ist Bildung der Schlüsselfaktor für eine gelungene Integration von Jugendlichen mit Migrationshintergrund in die deutsche Gesellschaft.
This is a practical guide for school leaders and teachers who have responsibility for designing and delivering a sequenced, knowledge-rich and skills-focused primary curriculum.
From academisation and free schools to workforce retention and curriculum change, education policy is a complicated, constantly evolving topic that sits at the heart of any academic study of education.
From academisation and free schools to workforce retention and curriculum change, education policy is a complicated, constantly evolving topic that sits at the heart of any academic study of education.
The Bologna Process created the European Higher Education Area (EHEA), establishing comparable higher education structures within the EHEA member states, but the process has also been influential in countries outside of the EHEA.
The Bologna Process created the European Higher Education Area (EHEA), establishing comparable higher education structures within the EHEA member states, but the process has also been influential in countries outside of the EHEA.
Spätestens seit den 1980er-Jahren vollzieht sich ein gesellschaftlicher Entwicklungsprozess, der in den Sozialwissenschaften rege aufgegriffen wurde: die gesellschaftsweite Ausbreitung des Marktes und ökonomischer Logiken.
This edited book makes an epistemic claim that disability studies' approaches to curriculum are doing more than merely critiquing how privileged knowledge excludes disability from curriculum theory and praxis.
Offering a contemporary overview of how visual art teachers assess learning in their classrooms, this book provides an outline of the role of assessment in reporting not only student achievement but also how student assessment ties to the intrinsic and external assessments of teacher performance.
This volume identifies, problematizes, and discusses issues specific to the design of educational programs for teacher candidates from working class, ethnic- and language-minority, and immigrant backgrounds, taking as its starting point the distinctive, complex perspectives that these candidates bring to the university classroom.
The book summarizes highly topical research contributions on UAS research, which stand in the context of cooperation and exchange between Germany and China.
The volume provides a unique view on multidimensional crises, their interplay, and possible resolutions for sustainable life patterns and is therefore broadly related to the Sustainable Development Goals.
This book is based on the outcomes of the International Comparative Study on Citizenship Education and Education for ASEANness in ASEAN Countries for the fiscal years 2010 to 2013.
This book explores the connections made in and through arts-based educational research through four themes: socially engaged connections, cultural connections, personal and pedagogical connections, and making connections during the COVID-19 pandemic.
Rhythmisierung ist in vielerlei Hinsicht ein Schlüsselbegriff ganztägig arbeitender Schulen, der geklärt, abgegrenzt und zielgerichtet beschrieben werden muss.
On the basis of a national research project undertaken in England, this volume explores how and why young people's engagement is so important globally in education and society, and looks at what teachers and students think about citizenship and community.
The Bloomsbury Handbook of Technology Education draws together international perspectives on contemporary praxis in technology education from philosophy to empirical research.
The Bloomsbury Handbook of Technology Education draws together international perspectives on contemporary praxis in technology education from philosophy to empirical research.
Antonio Gramsci, figura seminal del pensamiento europeo de siglo XX, es uno de los pocos teóricos marxistas que analiza el papel y la naturaleza de la educación.
This book brings attention to the understudied and often overlooked question of how curricula and classroom practices might inadvertently reproduce exclusionary discourses and narratives that omit or negate particular cultures, histories, and wisdom traditions.
In Systems for Instructional Improvement, Paul Cobb and his colleagues draw on their extensive research to propose a series of specific, empirically grounded recommendations that together constitute a theory of action for advancing instruction at scale.
