Welcome to our book review site go-pdf.online!
You may have to Search all our reviewed books and magazines, click the sign up button below to create a free account.
Improving the Relational Space of Curriculum Realisation
Improving the Relational Space of Curriculum Realisation outlines an approach to intervention that helps educators solve problematic patterns in their networks, leverage resources better within and across school networks, and embed relational conditions that are conducive to ambitious curriculum goals being realised.
Reinventing the Curriculum
Scotland's Curriculum for Excellence offers an example of a different approach to national curriculum development. It combines what are claimed to be the best features of top-down and bottom-up approaches to curriculum development, and provides an indication of the broad qualities that school education should promote rather than a detailed description of curriculum content. Advocates of the approach argue that it provides central guidance for schools and maintains national standards whilst at the same time allowing schools and teachers the flexibility to take account of local needs when designing programmes of education. Reinventing the Curriculum uses Scotland's Curriculum for Excellence as a rich case study, analysing the strengths and weaknesses of this approach to curriculum design and development, and exploring the implications for curriculum planning and development around the world.
Interrogating Authenticity in Outdoor Education Teacher Education
This book addresses student passivity in teacher education. Using a developed metaphor, the author critically examines the use of authentic learning to design and implement learning experiences for preservice teachers, and reveals the opportunities and limitations of a focus on authenticity. This book prepares teachers for outdoor education using practice-based exemplars of applied teaching theories. Focusing on authentic pedagogies, it applies to all teacher educators who seek to engage in high-impact learning for their students, and is relevant for in-service educators, preservice teachers and researchers in the field of self-study.
Adapting Curriculum to Bridge Equity Gaps Towards an Inclusive Curriculum
This report takes a pragmatic look at equality, equity and inclusion in curriculum. It examines how curriculum can be adapted to meet specific needs of diverse learners, particularly vulnerable students. It also features a range of strategies which countries use to design curriculum, so that no student will be left behind.
Tell Me So I Can Hear You
In Tell Me So I Can Hear You, Eleanor Drago-Severson and Jessica Blum-DeStefano show how education leaders can learn to deliver feedback in a way that strengthens relationships as well as performance and builds the capacity for growth. Drawing on constructive-developmental theory, the authors describe four stages of adult growth and development and explain how to differentiate feedback for colleagues with different “ways of knowing,” which include: • Instrumental knowers, who tend to see things in black and white (“Did I do it right or wrong?”) and may need to develop the capacity for reflection. • Socializing knowers, who are concerned with maintaining relationships (“What do ...
The Palgrave Handbook of History and Social Studies Education
This Handbook presents an international collection of essays examining history education past and present. Framing recent curriculum reforms in Canada and in the United States in light of a century-long debate between the relationship between theory and practice, this collection contextualizes the debate by exploring the evolution of history and social studies education within their state or national contexts. With contributions ranging from Canada, Finland, New Zealand, Sweden, the Netherlands, the Republic of South Africa, the United Kingdom, and the United States, chapters illuminate the ways in which curriculum theorists and academic researchers are working with curriculum developers and educators to translate and refine notions of historical thinking or inquiry as well as pedagogical practice.
The Professional Practice of Teaching in New Zealand
The Professional Practice of Teaching in New Zealand contains a wealth of information that pre-service teachers need to know in order to learn to teach effectively. Written specifically for the New Zealand setting, it highlights the range of knowledge and skills that teachers require in order to make a positive difference to their students’ lives. This new edition has been fully updated to exemplify the latest research and align with the current New Zealand context. New chapters on topics such as effective teaching in modern learning environments, Maori learners and diverse learners add new depth to the text and sit alongside a new introductory chapter that welcomes students to the profession of teaching in New Zealand. Throughout the text many case studies, activities and stories from real-life teachers and students help readers to link the theory to their classroom practices.
Curriculum Flexibility and Autonomy Promoting a Thriving Learning Environment
For the first time, the OECD Future of Education and Skills 2030 project conducted comprehensive curriculum analyses through the co-creation of new knowledge with a wide range of stakeholders including policy makers, academic experts, school leaders, teachers, NGOs, social partners and, most importantly, students. This report is one of six in a series presenting the first-ever comparative data on curriculum at the content level. It summarises existing literature, explores trends in curriculum adaptation, addresses challenges and strategies for effective implementation and offers policy insights drawn from real-world experiences of curriculum reforms. This report explores curriculum flexibili...
Curriculum Overload A Way Forward
Schools are constantly under pressure to keep up with the pace of changes in society. In parallel, societal demands for what schools should teach are also constantly changing; often driven by political agendas, ideologies, or parental pressures, to add global competency, digital literacy, data literacy, environmental literacy, media literacy, social-emotional skills, etc. This “curriculum expansion” puts pressure on policy makers and schools to add new contents to already crowded curriculum.
Embedding Values and Attitudes in Curriculum Shaping a Better Future
This report highlights how clearly articulated and experienced values and attitudes can support students’ positive lifelong learning outcomes and promote a more equitable and just society. Despite the variety of values espoused in national curricula, there is an emerging trend in prioritising values that enhance well-being and learning across different countries.
