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School Didactics And Learning
This text presents a reflective theory of school didactics, incorporating German and Nordic research traditions in the theory of didactics, together with Anglo-American research on teaching instructional research and cognitivist theory.
Challenges Facing Contemporary Didactics. Diversity of Students and the Role of New Media in Teaching and Learning
This anthology raises the issue on current empirical and theoretical research approaches in the field of didactics, in respect to diversity, gender and new media. The intention is to show the related contemporary use and the reflections on didactic approaches based on the tradition of Allgemeine Didaktik. The brainchild to use English as publication language pursues the idea to make the concept of didactics accessible for the English speaking world. The attempt is to mirror differences of provisions incurrent societal phenomena: new media, gender, and diversity which educational institutions are facing. It will reveal and demonstrate that this is a common issue which is to be addressed for s...
International Conversations on Curriculum Studies
This collection of essays from the most prominent scholars in the field of curriculum studies paint an intellectually rich palette of the present state of curriculum research across the countries and continents when the traditionally prevailed national imaginaries give increasingly way to transnational, international, and postnational impulses.
The Educated Subject and the German Concept of Bildung
German education plays a huge role in the development of education sciences and modern universities internationally. It is influenced by the educational concept of Bildung, which defines Germany ‘s theoretical and curricular ventures. This concept is famously untranslatable into other languages and is often misinterpreted as education, instruction, training, upbringing and other terms which don’t encompass its cultural ambitions. Despite this hurdle, Bildung is now being recognized in current discussions of education issues such as standardization, teaching to the test, evidence-based policy and high stakes testing. This volume clears up the confusion and misunderstandings surrounding Bildung by examining the origins of the concept and how it has been applied throughout history. It paves the way for educators to fully understand and benefit from this model and all it has to offer.
The Fake Prison Doctor of Auschwitz
After over half a century of secrecy, a Swiss bank safe was opened, it contained the long-lost research notes of Josef Mengele, as well as those of his chief assistant in Auschwitz. They had been deposited there by the assistant who himself had been a Jewish doctor. Sent to Auschwitz, he was forced to participate in Josef Mengeles gruesome human experiments. Following the war, he completely disappeared, assuming a new identity and shrouding himself in silence. He did write his story down, but ordered the documents to be sealed away until decades after his death. With the release date drawing closer, his granddaughter, a well-connected Vatican doctor, wanted to have the documents examined b...
Storied Inquiries in International Landscapes
Storied Lives: Emancipatory Educational Inquiry—Experience, Narrative, & Pedagogy in the International Landscape of Diversity contains exemplary research practices, strategies, and findings gleaned from the contributions to the 15 issues of the Journal of Critical Inquiry Into Curriculum and Instruction (JCI~>CI). Founding Editor Tonya Huber initiated the JCI~>CI in 1997, as a refereed journal committed to publishing educational scholarship and research of professionals in graduate study. The journal was distinguished by its requirement that the scholarship be the result of the first author’s graduate research—according to Cabell’s Directory, the first journal to do so. Equally impor...
The Character of Curriculum Studies
Assembles essays addressing the recurring question of the 'subject,' understood both as human person and school subject, thereby elaborating the subjective and disciplinary character of curriculum studies.
Bridging Educational Leadership, Curriculum Theory and Didaktik
This book is open access under a CC BY 4.0 license. This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research. Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fiel...
International Handbook of Curriculum Research
Continuing its calling to define the field and where it is going, the Second Edition of this landmark handbook brings up to date its comprehensive reportage of scholarly developments and school curriculum initiatives worldwide, providing a panoramic view of the state of curriculum studies globally. Its international scope and currency and range of research and theory reflect and contribute significantly to the ongoing internationalization of curriculum studies and its growth as a field worldwide. Changes in the Second Edition: Five new or updated introductory chapters pose transnational challenges to key questions curriculum research addresses locally. Countries absent in the First Edition are represented: Chile, Colombia, Cypress, Ethiopia, Germany, Iran, Luxembourg, Nigeria, Peru, Poland, Portugal, Singapore, South Africa, Spain, and Switzerland. 39 new or updated chapters on curriculum research in 34 countries highlight curriculum research that is not widely known in North America. This handbook is an indispensable resource for prospective and practicing teachers, for curriculum studies scholars, and for education students around the world.
Curriculum
The third edition of Curriculum: From Theory to Practice provides an introduction to curriculum theory and how it relates to classroom practice. Wesley Null builds upon recent developments while continuing to provide a unique organization of the curriculum field into five traditions: systematic, existential, radical, pragmatic, and deliberative. Null discusses the philosophical foundations of curriculum as well as historical and contemporary figures who have shaped each curriculum tradition. To ensure breadth and scope, Null has expanded this edition to include new figures, address rapid changes in democratic society, and chart a path to inclusion and wise decision-making.
