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Author: Stephanie Allais
Publisher: BRILL
ISBN: 9004365400
Category : Education
Languages : en
Pages : 256
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Book Description
In Knowledge, Curriculum, and Preparation for Work, the editors offer a timely collection of chapters approaching debates on economic and social change and employment within different types of economies. Considering questions of knowledge and curriculum, these works interrogate ways of thinking about relationships between different forms of work and education. The focus is both on the curriculum – the ways in which different types of knowledge affect the quality and organization of curricula that are intended to prepare for work – and the factors influencing and constraining what education can do to prepare for work, as well as how these factors shape and limit the role of educational preparation for work.
Author: Stephanie Allais
Publisher: BRILL
ISBN: 9004365400
Category : Education
Languages : en
Pages : 256
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Book Description
In Knowledge, Curriculum, and Preparation for Work, the editors offer a timely collection of chapters approaching debates on economic and social change and employment within different types of economies. Considering questions of knowledge and curriculum, these works interrogate ways of thinking about relationships between different forms of work and education. The focus is both on the curriculum – the ways in which different types of knowledge affect the quality and organization of curricula that are intended to prepare for work – and the factors influencing and constraining what education can do to prepare for work, as well as how these factors shape and limit the role of educational preparation for work.
Author: Doug Lemov
Publisher: John Wiley & Sons
ISBN: 1119104246
Category : Education
Languages : en
Pages : 453
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Book Description
TEACH YOUR STUDENTS TO READ WITH PRECISION AND INSIGHT The world we are preparing our students to succeed in is one bound together by words and phrases. Our students learn their literature, history, math, science, or art via a firm foundation of strong reading skills. When we teach students to read with precision, rigor, and insight, we are truly handing over the key to the kingdom. Of all the subjects we teach reading is first among equals. Grounded in advice from effective classrooms nationwide, enhanced with more than 40 video clips, Reading Reconsidered takes you into the trenches with actionable guidance from real-life educators and instructional champions. The authors address the anxiety-inducing world of Common Core State Standards, distilling from those standards four key ideas that help hone teaching practices both generally and in preparation for assessments. This 'Core of the Core' comprises the first half of the book and instructs educators on how to teach students to: read harder texts, 'closely read' texts rigorously and intentionally, read nonfiction more effectively, and write more effectively in direct response to texts. The second half of Reading Reconsidered reinforces these principles, coupling them with the 'fundamentals' of reading instruction—a host of techniques and subject specific tools to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. Reading Reconsidered breaks an overly broad issue into clear, easy-to-implement approaches. Filled with practical tools, including: 44 video clips of exemplar teachers demonstrating the techniques and principles in their classrooms (note: for online access of this content, please visit my.teachlikeachampion.com) Recommended book lists Downloadable tips and templates on key topics like reading nonfiction, vocabulary instruction, and literary terms and definitions. Reading Reconsidered provides the framework necessary for teachers to ensure that students forge futures as lifelong readers.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309256496
Category : Education
Languages : en
Pages : 203
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Book Description
Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.
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: Jim Hordern
Publisher: Taylor & Francis
ISBN: 1040015484
Category : Education
Languages : en
Pages : 133
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Book Description
The concepts of knowledge and practice are frequently discussed in education – but what is meant by these ideas, and how do they relate to each other? Drawing on recent research, this book breaks new ground to provide novel approaches to conceptualising educational practice, educational judgement and professional knowledge. This text focuses on the relationship between knowledge and practice in the study of education, developing the notion of ‘knowledgeable practice’ with the aim of rethinking how we understand the knowledge-practice relation in fields such as professional and vocational education, teaching and curriculum studies. It builds on studies in the sociology of educational knowledge and on theories of expertise and practice which emerge from more philosophical traditions. By developing a nuanced notion of the relation between knowledge and practice that can serve in the further exploration of policy and practice contexts in education, this book encourages critical engagement with how education is conceptualised in the light of the ongoing and emerging challenges that educators are facing today.
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: Debra Kidd
Publisher: Crown House Publishing Ltd
ISBN: 1781353484
Category : Education
Languages : en
Pages : 264
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Book Description
Written by Debra Kidd, A Curriculum of Hope: As rich in humanity as in knowledge explores how good curriculum design can empower schools to build bridges between their pupils' learning and the world around them. A great many schools are wondering how they can build a curriculum model that meets the demands of government policy as well as the needs of the children and communities they serve. In Curriculum of Hope, Debra illustrates how teachers can deliver learning experiences that genuinely link knowledge to life. Working on the premise that a strong curriculum is supported by five key pillars of practice coherence, credibility, creativity, compassion and community she presents a plethora of examples that demonstrate how schools, parents, pupils and the wider local community can learn together to build from within. Debra enquires into the ways in which schools can create units of work that are both knowledge- and humanity-rich, and challenges the view that the role of children is simply to listen and learn instead advocating their active engagement with local and global issues. She does so by delving into the role of pedagogy as a means of empowering children, and by exploring some of the more overlooked pedagogical tools that can have a great impact on children's learning and well-being story, movement and play as well as some of the recent research into memory and retention. Towards the back of the book you will find case studies demonstrating how teachers can work with both their own and other subject departments across the school to plan in ways that allow for pupil choice, autonomy and responsibility. Furthermore, there are some accompanying planning documents for these examples provided in the appendix (The Seed Catalogue) which you may find useful, and these documents are also available for download. Suitable for teachers and leaders in all schools.
Author: Nicholas Boreham
Publisher: Routledge
ISBN: 1134467281
Category : Business & Economics
Languages : en
Pages : 291
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Book Description
Work Process Knowledge brings together the findings of twenty-four leading researchers on new forms of work and the demands these place on workers' knowledge and skill. Their findings, based on a new set of investigations in a wide range of manufacturing and service industries, identify the kinds of knowledge required to work effectively in the post-Taylorist industrial organization. Raising fundamental issues for current industrial policy, science and technology policy, and ways of managing the post-Taylorist organization and developing human resources, this book will be of essential interest to academics and professionals working in the fields of management, human resource development, and workplace learning.
Author: Grant P. Wiggins
Publisher: ASCD
ISBN: 1416600353
Category : Education
Languages : en
Pages : 383
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Book Description
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
Author: E.D. Hirsch, Jr.
Publisher: Anchor
ISBN: 030757556X
Category : Education
Languages : en
Pages : 337
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Book Description
This paperback edition, with a new introduction, offers a powerful, compelling, and unassailable argument for reforming America's schooling methods and ideas--by one of America's most important educators, and author of the bestselling Cultural Literacy. For over fifty years, American schools have operated under the assumption that challenging children academically is unnatural for them, that teachers do not need to know the subjects they teach, that the learning "process" should be emphasized over the facts taught. All of this is tragically wrong. Renowned educator and author E. D. Hirsch, Jr., argues that, by disdaining content-based curricula while favoring abstract--and discredited--theories of how a child learns, the ideas uniformly taught by our schools have done terrible harm to America's students. Instead of preparing our children for the highly competitive, information-based economy in which we now live, our schools' practices have severely curtailed their ability, and desire, to learn. With an introduction that surveys developments in education since the hardcover edition was published, The Schools We Need is a passionate and thoughtful book that will appeal to the millions of people who can't understand why America's schools aren't educating our children.
