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Author: SEN GUPTA, M.
Publisher: PHI Learning Pvt. Ltd.
ISBN: 938934798X
Category : Education
Languages : en
Pages : 305
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Book Description
Designed as per the latest NCERT syllabus and syllabi of several universities offering teacher education courses, the book incorporating 16 chapters is an up-to-date and comprehensive treatise, which deals with the basic as well as advanced topics of the field of knowledge and the field of contextualisation of knowledge (curriculum). In the opening chapters, knowledge is conceived and described in a broad perspective. This is followed by an extensive discussion on curriculum, including the various issues and concerns, different approaches, curriculum design, development and evaluation. A peep into the modern classrooms, shift in pedagogy and skill-based curriculum makes the book a complete organic entity for comprehensive understanding of the continuum of knowledge and curriculum. It is primarily intended for the undergraduate students of education and elementary education as well as for the postgraduate students of education. Moreover, teacher educators and researchers will also find the book useful. HIGHLIGHTS OF THE BOOK • Presents intensive analysis of the concepts in a logical sequence • Includes practical illustrations along with clear, concise and lucid language • Follows professional and analytical approach • Incorporates flowcharts, diagrams and chapter-end exercises • Comprises a bibliography at the end of the book TARGET AUDIENCE • B.Ed./M.Ed. • B.Sc.-B.Ed./B.A.-B.Ed. • B.El.Ed. • M.A. (Education)
Author: SEN GUPTA, M.
Publisher: PHI Learning Pvt. Ltd.
ISBN: 938934798X
Category : Education
Languages : en
Pages : 305
Get Book Here
Book Description
Designed as per the latest NCERT syllabus and syllabi of several universities offering teacher education courses, the book incorporating 16 chapters is an up-to-date and comprehensive treatise, which deals with the basic as well as advanced topics of the field of knowledge and the field of contextualisation of knowledge (curriculum). In the opening chapters, knowledge is conceived and described in a broad perspective. This is followed by an extensive discussion on curriculum, including the various issues and concerns, different approaches, curriculum design, development and evaluation. A peep into the modern classrooms, shift in pedagogy and skill-based curriculum makes the book a complete organic entity for comprehensive understanding of the continuum of knowledge and curriculum. It is primarily intended for the undergraduate students of education and elementary education as well as for the postgraduate students of education. Moreover, teacher educators and researchers will also find the book useful. HIGHLIGHTS OF THE BOOK • Presents intensive analysis of the concepts in a logical sequence • Includes practical illustrations along with clear, concise and lucid language • Follows professional and analytical approach • Incorporates flowcharts, diagrams and chapter-end exercises • Comprises a bibliography at the end of the book TARGET AUDIENCE • B.Ed./M.Ed. • B.Sc.-B.Ed./B.A.-B.Ed. • B.El.Ed. • M.A. (Education)
Author: Alka Sehgal Cuthbert
Publisher: UCL Press
ISBN: 1787358747
Category : Education
Languages : en
Pages : 286
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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: Loveless, Douglas J.
Publisher: IGI Global
ISBN: 1466647981
Category : Education
Languages : en
Pages : 487
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Book Description
"This book presents practical conversations with philosophical and theoretical concerns regarding the use of digital technologies in the educational process, challenging the assumption that information accessibility is synonymous with learning"--
Author: Arthur Chapman
Publisher: UCL Press
ISBN: 1787357309
Category : Education
Languages : en
Pages : 286
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Book Description
The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. Knowing History in Schools explores these issues in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools.
Author: E. D. Hirsch
Publisher: Harvard Education Press
ISBN: 1612509541
Category : Education
Languages : en
Pages : 287
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Book Description
In Why Knowledge Matters, E. D. Hirsch, Jr., presents evidence from cognitive science, sociology, and education history to further the argument for a knowledge-based elementary curriculum. Influential scholar Hirsch, author of The Knowledge Deficit, asserts that a carefully planned curriculum that imparts communal knowledge is essential in achieving one of the most fundamental aims and objectives of education: preparing students for lifelong success. Hirsch examines historical and contemporary evidence from the United States and other nations, including France, and affirms that a knowledge-based approach has improved both achievement and equity in schools where it has been instituted. In contrast, educational change of the past several decades in the United States has endorsed a skills-based approach, founded on, Hirsch points out, many incorrect assumptions about child development and how children learn. He recommends new policies that are better aligned with our current understanding of neuroscience, developmental psychology, and social science. The book focuses on six persistent problems that merit the attention of contemporary education reform: the over-testing of students in the name of educational accountability; the scapegoating of teachers; the fadeout of preschool gains; the narrowing of the curriculum to crowd out history, geography, science, literature, and the arts; the achievement gap between demographic groups; and the reliance on standards, such as the Common Core State Standards, that are not linked to a rigorous curriculum. Why Knowledge Matters makes a clear case for educational innovation and introduces a new generation of American educators to Hirsch’s astute and passionate analysis.
Author: Paul H. Hirst
Publisher: Routledge
ISBN: 1135170819
Category : Education
Languages : en
Pages : 372
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Book Description
The papers in this volume provide a coherent philosophical study of a group of important and pressing educational issues such as the selection of objectives for less able children, the fundamental characteristics of teaching and the integration of the curriculum. A thesis on the necessary differentiation of knowledge into logically distinct forms is outlined, and is defended against recent philosophical criticisms. Its implications for curriculum planning are examined, with particular reference to the urgent problems of adeqately characterizing liberal education and those forms of moral and religious education that are appropriate in maintained schools.
Author: Brian Barrett
Publisher: Routledge
ISBN: 1351618822
Category : Education
Languages : en
Pages : 236
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Book Description
In 2008 the first in a series of symposia established a ‘social realist’ case for ‘knowledge’ as an alternative to the relativist tendencies of the constructivist, post-structuralist and postmodernist approaches dominant in the sociology of education. The second symposium focused on curriculum, and the development of a theoretical language grounded in social realism to talk about issues of knowledge and curriculum. Finally, the third symposium brought together researchers in a broad range of contexts to build on these ideas and arguments and, with a concerted empirical focus, bring these social realist ideas and arguments into conversation with data. Knowledge, Curriculum and Equity: Social Realist Perspectives contains the work of the third symposium, where the strengths and gaps in the social realist approach are identified and where there is critical recognition of the need to incrementally extend the theories through empirical study. Fundamentally, the problem that social realism is seeking to address is about understanding the social conditions of knowledge production and exchange as well as its structuring in the curriculum and in pedagogy. The central concern is with the on-going social reproduction of inequality through schooling, and exploring whether and how foregrounding specialised knowledge and its access holds the possibility for interrupting it. This book consists of 13 chapters by different authors working in Oceania, Asia, Europe, Africa and North America. From very different vantage points the authors focus their theoretical and empirical sights on the assumptions about knowledge that underpin educational processes and the pursuit of more equitable schooling for all.
Author: E.D. Hirsch, Jr.
Publisher: Vintage
ISBN: 0394758439
Category : Education
Languages : en
Pages : 273
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Book Description
A must-read for parents and teachers, this major bestseller reveals how cultural literacy is the hidden key to effective education and presents 5000 facts that every literate American should know. In this forceful manifesto Professor E. D. Hirsch, Jr., argues that children in the United States are being deprived of the basic knowledge that would enable them to function in contemporary society. They lack cultural literacy: a grasp of background information that writers and speakers assume their audience already has. Even if a student has a basic competence in the English language, he or she has little chance of entering the American mainstream without knowing what a silicon chip is, or when the Civil War was fought. An important work that has engendered a nationwide debate on our educational standards, Cultural Literacy is a required reading for anyone concerned with our future as a literate nation.
Author: Leesa Wheelahan
Publisher: Routledge
ISBN: 0415522005
Category : Education
Languages : en
Pages : 210
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Book Description
What should we teach in our schools and vocational education and higher education institutions? Is theoretical knowledge still important? This book argues that providing students with access to knowledge should be the raison d’être of education. Its premise is that access to knowledge is an issue of social justice because society uses it to conduct its debates and controversies. Theoretical knowledge is increasingly marginalised in curriculum in all sectors of education, particularly in competency-based training which is the dominant curriculum model in vocational education in many countries. This book uses competency-based training to explore the negative consequences that arise when knowledge is displaced in curriculum in favour of a focus on workplace relevance. The book takes a unique approach by using the sociology of Basil Bernstein and the philosophy of critical realism as complementary modes of theorising to extend and develop social realist arguments about the role of knowledge in curriculum. Both approaches are increasingly influential in education and the social sciences and the book will be helpful for those seeking an accessible introduction to these complex subjects. Why Knowledge Matters in Curriculumis a key reading for those interested in the sociology of education, curriculum studies, work-based learning, vocational education, higher education, adult and community education, tertiary education policy and lifelong learning more broadly.
Author: Michael Young
Publisher: Bloomsbury Publishing
ISBN: 1472529545
Category : Education
Languages : en
Pages : 243
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Book Description
Written at a time of uncertainty about the implications of the English government's curriculum policies, Knowledge and the Future School engages with the debate between the government and large sections of the educational community. It provides a forward-looking framework for head teachers, their staff and those involved in training teachers to use when developing the curriculum of individual schools in the context of a national curriculum. While explaining recent ideas in the sociology of educational knowledge, the authors draw on Michael Young's earlier research with Johan Muller to distinguish three models of the curriculum in terms of their assumptions about knowledge, referred to in this book as Future 1, Future 2 and Future 3. They link Future 3 to the idea of 'powerful knowledge' for all pupils as a curriculum principle for any school, arguing that the question of knowledge is intimately linked to the issue of social justice and that access to 'powerful knowledge' is a necessary component of the education of all pupils. Knowledge and the Future School offers a new way of thinking about the problems that head teachers, their staff and curriculum designers face. In charting a course for schools that goes beyond current debates, it also provides a perspective that policy makers should not avoid.
