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Change and the Curriculum
Through the work of the Schools Council and other national agencies, the difficulties of achieving effective curriculum change through centralized initiatives and directives have been well documented. At the same time the importance of teacher involvement in such activities, and the advantages of curriculum development over revolutionary innovation, have become plain. This knowledge and the understandings it has generated are important today, when unusually sweeping changes are being brought about in the school curriculum. The authors of this book draw together these ideas to assist people promoting curriculum changes, as well as those on the receiving end of such projects.
JACT Bulletin
None
Principles Into Practice in Early Childhood Education
This book offers a report of the main findings of Phase One of a research project, Principles into Practice: Improving the Quality of Children's Learning. It consists of an extensive survey of current provision for young children to age eight.
Postmodern Picturebooks
Over the past 15 years, there has been a pronounced trend toward a particular type of picturebook that many would label "postmodern." Postmodern picturebooks have stretched our conventional notion of what constitutes a picturebook, as well as what it means to be an engaged reader of these texts. The international researchers and scholars included in this compelling collection of work critically examine and discuss postmodern picturebooks, and reflect upon their unique contributions to both the field of children’s literature and to the development of new literacies for child, adolescent, and adult readers.
The Giant Jam Sandwich
When four million wasps fly into the town of Itching Down the townspeople decide to make a giant jam sandwich to trap them.
Assessment in Early Childhood Education
For Assessment courses in Early Childhood Education. One of the most accessible and practical textbooks available on assessing young children from infancy through age 8. It provides the full range of types of assessment and how, when, and why to use them. An excellent introduction to assessing young children, Assessment in Early Childhood Education continues with the inclusion of all types of assessments that can be used with infants and young children. Key changes and updates to this edition include: updated and streamlined figures, examples, and models of assessment that aid pre-service teachers to learn how to apply the principles of quality assessments; new activities at the end of the chapters provide opportunities for students to apply their own performance activities to demonstrate understanding of chapter contents; the effects of No Child Left Behind have been updated; newly revised information on children from diverse cultures and languages and children with disabilities has been added; and information on new and current trends toward accountability are discussed, as well as the impact of high-stakes testing.
Early Childhood Education
`This book makes an important contribution to the theory of early childhood education. It is well-written, well-researched and successfully links theoretical issues with practical implementation' - International Journal of Early Years Education Taking account of the changes in early childhood education imposed by the arrival of The National Curriculum, the contributors to this book believe that early childhood education is distinctive and has its own standards of excellence. The book sets out to show how to combine knowledge of child development, curriculum planning, and the role of subject-knowledge, in order to make adequate educational provision, from a developmental point of view.
RSA Journal
None
The Primary Curriculum
As a result of the influence of learner-centred theories of education and the work of developmental psychologists, a distinctive form of curriculum has emerged which has come to be associated with English primary education. The form of recent demands for greater public accountability of teachers and the monitoring of "standards" threatens the continued development of this approach. The authors believe that the essential elements of this kind of curriculum should be carefully examined, so that a proper appraisal can be made of the choices open to educationalists in planning primary education, and proper forms of evaluation. This book explores the theoretical bases of this approach. By analysing the underlying principles of recent developments in the primary phase of schooling - especially those resulting from political initiatives - the book attempts to reveal both these essential elements and the constraints upon their continuing development.
