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Author: Shirley Lawes
Publisher: Study of Civil Society
ISBN: 9781903386590
Category : Curriculum change
Languages : en
Pages : 0
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Book Description
The authors of this book examine the British National Curriculum from several different perspectives and concentrate on various subject areas. The uniting theme between these essays is the argument that the subjects in the school curriculum used to be regarded as discrete areas of knowledge which would be imparted to pupils by teachers motivated by a love of learning, but that this has not been enough for recent governments who see schools as a means of promoting social and political goals that may or may not relate to traditional academic disciplines. The contributors to this book argue that we need to return to the traditional view of education as a means of transmitting a body of knowledge from one generation to the next, and that academic rigour and respect for the professionalism of teachers should take precedence over political manipulation of the curriculum.
Author: Shirley Lawes
Publisher: Study of Civil Society
ISBN: 9781903386590
Category : Curriculum change
Languages : en
Pages : 0
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Book Description
The authors of this book examine the British National Curriculum from several different perspectives and concentrate on various subject areas. The uniting theme between these essays is the argument that the subjects in the school curriculum used to be regarded as discrete areas of knowledge which would be imparted to pupils by teachers motivated by a love of learning, but that this has not been enough for recent governments who see schools as a means of promoting social and political goals that may or may not relate to traditional academic disciplines. The contributors to this book argue that we need to return to the traditional view of education as a means of transmitting a body of knowledge from one generation to the next, and that academic rigour and respect for the professionalism of teachers should take precedence over political manipulation of the curriculum.
Author: A V Kelly
Publisher: SAGE
ISBN: 1446245543
Category : Education
Languages : en
Pages : 337
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Book Description
′This book will be of interest to educational practitioners, and many other professionals concerned with the education and development of the young′ - ESCalate `A very well-respected book [and a] Curriculum classic...[which offers] balance to current official publications...One of its strengths is the coherent argument that runs throughout. It is very much a product of the wide knowledge and experience of the author.′ - Jenny Houssart, Senior Lecturer, Department of Learning, Curriculum & Communication, Institute of Education, University of London, UK Praise for previous editions: `I use this book as an essential course text for a module on curriculum theory. It is an excellent text for the whole course′ `Vic Kelly′s writing is always concise and informative, but also at times challenging′ `A most comprehensive text that takes the reader beyond content/balance issues values, beliefs and assumptions on the curriculum′ This is the sixth edition of a book that has been regularly revised and updated since it was first published in the mid-1970s. A V Kelly′s now classic work focuses on the philosophical and political dimensions of curriculum, and especially on the implications for schools and societies of various forms of curriculum. The book outlines what form a curriculum should take if it is concerned to promote a genuine form of education for a genuinely democratic society. Kelly summarises and explains the main aspects of curriculum theory, and shows how these can and should be translated into practice, in order to create an educational and democratic curriculum for all schools at all levels. The book also seeks to show that the politicization of the school curriculum has led to the establishment of policies and practices which demonstrate a failure to understand these principles of curriculum theory and practice. As a result, policies and practices have been implemented which fall short of being adequate. In view of the rapid pace of educational change imposed by various governments over the last 35 years, including New Labour, this book is more relevant than ever.
Author: Pat Thomson
Publisher: Policy Press
ISBN: 1447338553
Category : Education
Languages : en
Pages : 320
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Book Description
With almost daily reports of failings in school management, what can be done to improve educational outcomes for everyone? Pat Thomson takes on England’s muddled education system, highlighting failings caused by the actions of ministers in successive governments. While corrupt actions are taken by some, it is predominantly the corruption of the system that is at fault. She exposes fraudulent and unethical practices, including the skewing of the curriculum and manipulation of results, and argues for an urgent review, leading to a revitalised education system that has the public good at its heart.
Author: Wolfgang Amann
Publisher: Routledge
ISBN: 9781783535101
Category : Business and education
Languages : en
Pages : 0
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Book Description
Anti-Corruption presents comprehensive guidelines on how to professionalize anti-corruption education around the world. Written by international business professors and deans, it guides academic institutions in how to adopt, adapt and develop best practice. It presents sample curricula, illustrative case studies and clear, hands-on recommendations.
Author: Linda Christensen
Publisher: Rethinking Schools
ISBN: 0942961439
Category : Education
Languages : en
Pages : 305
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Book Description
Teaching for Joy and Justice is the much-anticipated sequel to Linda Christensen's bestselling Reading, Writing, and Rising Up. Christensen is recognized as one of the country's finest teachers. Her latest book shows why. Through story upon story, Christensen demonstrates how she draws on students' lives and the world to teach poetry, essay, narrative, and critical literacy skills. Teaching for Joy and Justice reveals what happens when a teacher treats all students as intellectuals, instead of intellectually challenged. Part autobiography, part curriculum guide, part critique of today's numbing standardized mandates, this book sings with hope -- born of Christensen's more than 30 years as a classroom teacher, language arts specialist, and teacher educator. Practical, inspirational, passionate: this is a must-have book for every language arts teacher, whether veteran or novice. In fact, Teaching for Joy and Justice is a must-have book for anyone who wants concrete examples of what it really means to teach for social justice.
Author: Tina van der Vlies
Publisher: V&R unipress
ISBN: 3737014507
Category : Social Science
Languages : en
Pages : 359
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Book Description
“Echoing Events” questions the perpetuation, actualization, and canonization of national narratives in English and Dutch history textbooks, wide-reaching media that tendentially inspire a sense of meaning, memory, and thus also identity. The longitudinal study begins in the 1920s, when the League of Nations launched several initiatives to reduce strong nationalistic visions in textbooks, and ends in the new millennium with the revival of national narratives in both countries. The analysis shows how and why textbook authors have narrated different histories – which vary in terms of context, epoch, and place – as ‘echoing events’ by using recurring plots and the same combinations of historical analogies. This innovative and original study thus investigates from a new angle the resistance of national narratives to change.
Author: Jacques Hallak
Publisher: UNESCO
ISBN:
Category : Education
Languages : en
Pages : 330
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Book Description
This publication draws conclusions from IIEP's research into ethics and corruption in education. It defines the key concepts of corruption, transparency, accountability and ethics and identifies the main opportunities for corruption in education. It then looks at tools that can be used to assess corruption problems such as perception and tracking surveys. Lessons are drawn from strategies used worldwide to improve transparency and accountability in educational management.
Author: Alka Sehgal Cuthbert
Publisher: UCL Press
ISBN: 1787358747
Category : Education
Languages : en
Pages : 284
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Book Description
The design of school curriculums involves deep thought about the nature of knowledge and its value to learners and society. It is a serious responsibility that raises a number of questions. What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? And how far should the knowledge we teach in school be related to academic disciplinary knowledge? These and many other questions are taken up in What Should Schools Teach? The blurring of distinctions between pedagogy and curriculum, and between experience and knowledge, has served up a confusing message for teachers about the part that each plays in the education of children. Schools teach through subjects, but there is little consensus about what constitutes a subject and what they are for. This book aims to dispel confusion through a robust rationale for what schools should teach that offers key understanding to teachers of the relationship between knowledge (what to teach) and their own pedagogy (how to teach), and how both need to be informed by values of intellectual freedom and autonomy. This second edition includes new chapters on Chemistry, Drama, Music and Religious Education, and an updated chapter on Biology. A revised introduction reflects on emerging discourse around decolonizing the curriculum, and on the relationship between the knowledge that children encounter at school and in their homes.
Author: Jennifer Washburn
Publisher: Basic Books (AZ)
ISBN: 9780465090518
Category : Education
Languages : en
Pages : 356
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Book Description
A sobering examination of the corporate funding of universities reveals the compromises being made in exchange for sponsorship, the ways in which teaching is slowly being devalued, and the changes being wrought on the futures of students everywhere. 15,000 first printing.
Author: Mark Jones
Publisher: Routledge
ISBN: 1317204395
Category : Education
Languages : en
Pages : 342
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Book Description
Debates in Geography Education encourages early career teachers, experienced teachers and teacher educators to engage with and reflect on key issues, concepts and debates. It aims to enable readers to reach their own informed judgements with deeper theoretical knowledge and understanding. The second edition is fully updated in light of the latest research, policy and practice in the field, as well as key changes to the curriculum and examination specifications. Expert contributors provide a range of perspectives on international, historical and policy contexts in order to deepen our understanding of significant debates in geography education. Key debates include: geography's identity as an academic discipline; what constitutes knowledge in geography; places and regional geography; what it means to think geographically; constructing the curriculum; how we link assessment to making progress in geography; the contribution of fieldwork and outdoor experiences; technology and the use of Geographical Information; school geography and employability; understanding the gap between school and university geography; evidence-based practice and research in geography education. The comprehensive, rigorous coverage of these key issues, together with carefully annotated selected further reading, will help support and shape further research and writing. Debates in Geography Education is a key resource that is essential reading for all teachers and researches who wish to extend their grasp of the place of geography in education. Mark Jones is Senior Lecturer in Education at the University of the West of England, Bristol, UK David Lambert is Professor of Geography Education at UCL Institute of Education, London, UK
