Curriculum Landscapes and Trends PDF Download

Author: Jan Van den Akker
Publisher:
ISBN: 9789401712064
Category :
Languages : en
Pages : 272

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Author: Jan van den Akker
Publisher: Springer Science & Business Media
ISBN: 9401712050
Category : Education
Languages : en
Pages : 258

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Book Description
Curriculum problems are everywhere: alert observers with a practiced eye and educated mind will find it almost impossible to read a newspaper without discovering curricular issues. The media often report about educational reforms or even about curriculum wars with opposing parties fiercely debating the aims, content and organization of learning. Few people analyze these trends and discussions from a curricular conceptual framework. In addition, people sometimes think that their curriculum approaches and problems are unique and context-specific. However, international experience shows us that we can learn a lot from curriculum issues elsewhere. This book aims to sharpen the eyes and minds of a broader audience in identifying, understanding, addressing and reflecting upon curriculum problems. It also aims to contribute to the increased exchange, discussion and reflection on all the current curriculum problems that form such a crucial part of learning worldwide.

Author: Maxine Greene
Publisher: Teachers College Press
ISBN: 0807777137
Category : Education
Languages : en
Pages : 270

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Book Description
Special 2018 Edition From the new Introduction by Janet L. Miller, Teachers College, Columbia University: "Maxine Greene never claimed to be a visionary thinker. But forty years later, her trepidations detailed throughout 1978's Landscapes of Learning now appear unnervingly prescient. Witness and treasure Landscapes as evidence of her matchless abilities to inspire myriad educators and students worldwide." “I would suggest that there must always be a place in teacher education for ‘foundations’ people, whose fundamental concern is with opening new perspectives on the many faces of the human world.” —Maxine Greene The essays in this volume demonstrate clearly that Maxine Greene is herself an example of the kind of “foundations” specialist she hopes to see: someone who can stimulate, inform, and bring new insights to teachers, students, curriculum planners, administrators, policymakers—indeed all those concerned with education in its broadest sense. These essays, a number of them based on lectures presented to various professional organizations, reveals her dedication to learning and teaching, as it reveals her belief in the potential of each individual person. A philosopher whose orientation is largely existential and phenomenological, she seeks to demystify aspects of today’s technological society, to question taken-for-granted notions of social justice and equality, and to elucidate conflicts between youth and age, the poor and the middle class, minorities and Whites, male and female. As a humanist, she calls for self-reflectiveness, wide-awakeness, and personal transformation within the context of each person’s own lived world—each one’s particular landscape of work, experience, and aspiration. Recognizing the multiple realities that compose experience, the many landscapes against which sense-making proceeds, the essays are grouped in four sections: intellectual and moral components of emancipatory education; social issues and their implications for approaches to pedagogy; artistic-aesthetic considerations in the making of curriculum; and the cultural significance of women’s predicaments today. All are richly illuminated by examples; all are written with grace and passion; all will help readers achieve greater self-understanding and critical consciousness. “This is a significant book.”—Phi Delta Kappan “Maxine Greene forces us to consider what we can do even in a limited way and to begin to understand where we have failed.” —Cross Currents

Author: Vandana Saxena
Publisher: Pearson Education India
ISBN: 9788131759486
Category : Computer-assisted instruction
Languages : en
Pages : 220

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Book Description
Contemporary Trends in Education: A Handbook for Educators is an enriched resource for future teachers and teacher educators working with limited resources. It provides in-depth theoretical underpinnings and discusses the planning formats and implementation schemes extending to the real classroom and the field situations. The text aims to complement the teacher educators' experiences which would feed into the respective teacher training programmes, benefitting their students and gradually add strength to school education. It is based upon course specific enrichment material for pre-service as well as in service teacher training programmes for all levels of school education.

Author: Valerie J. Janesick
Publisher: ABC-CLIO
ISBN:
Category : Education
Languages : en
Pages : 266

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Book Description
Janesick (educational leadership and policy studies, U. of South Florida, Tampa) presents key curriculum trends; traditionalist, reconceptualist, and postmodern perspectives on these trends; and associated organizations and resources. Appendices include a glossary of relevant terms; reflections on curriculum as different types of text (e.g. aesthetic, spiritual, racial); and samples of reflective journal writing. Annotation (c)2003 Book News, Inc., Portland, OR (booknews.com).

Author: Esther Care
Publisher: Springer
ISBN: 3319653687
Category : Education
Languages : en
Pages : 276

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Book Description
This book provides a detailed description of research and application outcomes from the Assessment and Teaching of 21st Century Skills project, which explored a framework for understanding the nature of these skills. The major element of this new volume is the presentation of research information from the global assessment of two 21st century skills that are amenable to teaching and learning: collaborative problem solving, and learning in digital networks. The outcomes presented include evidence to support the validity of assessment of 21st century skills and descriptions of consequent pedagogical approaches which can be used both to teach the skills and to use them to enhance key learning goals in secondary education systems. The sections of the volume are connected through a focus on the degree to which innovative assessment tasks measure the constructs of interest. This focus is informed by conceptual and methodological issues associated with affordances of 21st century computer-based assessment. How understanding of the nature of the skills, as derived from these assessments, can guide approaches to the integration of 21st century skills in the classroom, is informed by initiatives adopted by participating countries. The guiding questions in this volume are: "Do the assessment tasks measure the constructs?" and "What are the implications for assessment and teaching in the classroom?" It is the third volume of papers from this project published by Springer.

Author: Jules Pieters
Publisher: Springer Nature
ISBN: 3030200620
Category : Education
Languages : en
Pages : 425

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Book Description
This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co-)design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change. Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation.

Author: Mark Priestley
Publisher: Emerald Group Publishing
ISBN: 1838677372
Category : Education
Languages : en
Pages : 251

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Book Description
In the context of profound social, political and technological changes, recent global trends in education have included the emergence of new forms of curriculum policy. Addressing a gap in the literature, this book investigates the ways in which curriculum policy is influenced, formulated, and enacted in a number of countries-cases in Europe.

Author: Zoi A. Philippakos
Publisher: Guilford Publications
ISBN: 1462547389
Category : Education
Languages : en
Pages : 354

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Book Description
"Effective research in educational settings requires collaboration between researchers and school-based practitioners to codesign instruction and assessment, analyze findings, and make thoughtful revisions. This innovative work presents design-based research (DBR), a key methodology for conducting studies in authentic educational contexts. Leading experts provide examples of high-quality DBR addressing different research foci, grade levels, and subject areas. Applications are described for curriculum development, intervention, assessment, digital contexts, and teaching second-language learners. Also addressed is DBR's role in educator preparation, professional development, and other settings"--

Author: OECD
Publisher: OECD Publishing
ISBN: 9264476989
Category :
Languages : en
Pages : 141

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Students in Scotland (United Kingdom) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries.