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Author: Martin Lawn
Publisher: Routledge
ISBN: 0415664659
Category : Education
Languages : en
Pages : 258
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Book Description
This book reappraises the British and American experience in curriculum studies, the curious way in which it has been dominated by certain ideas and introduces the reader to alternative ways of perceiving, defining and approaching its problems. It provides a radical critique of the whole area, presenting both Marxist and phenomenological perspectives on the current dilemmas that teachers face. The book argues that in order to understand the problems teachers face in coping with the curriculum, we must look at the situation from the point of view of the individual rather than prescribing a norm for all teachers. The dynamic relationship between the individual and the collective and the teacher and the state is one of the fundamental issues in solving the present problems in curriculum studies. The book focuses on this central problem and suggests a variety of ways in which new solutions may be found.
Author: Martin Lawn
Publisher: Routledge
ISBN: 0415664659
Category : Education
Languages : en
Pages : 258
Get Book Here
Book Description
This book reappraises the British and American experience in curriculum studies, the curious way in which it has been dominated by certain ideas and introduces the reader to alternative ways of perceiving, defining and approaching its problems. It provides a radical critique of the whole area, presenting both Marxist and phenomenological perspectives on the current dilemmas that teachers face. The book argues that in order to understand the problems teachers face in coping with the curriculum, we must look at the situation from the point of view of the individual rather than prescribing a norm for all teachers. The dynamic relationship between the individual and the collective and the teacher and the state is one of the fundamental issues in solving the present problems in curriculum studies. The book focuses on this central problem and suggests a variety of ways in which new solutions may be found.
Author: Orlando Nang Kwok Ho
Publisher: Springer
ISBN: 9811089027
Category : Religion
Languages : en
Pages : 428
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Book Description
This book is an inter-disciplinary endeavour. Encompassing education and basic research, it discusses the modular-curriculum embodied in The Epistle from educational, historical, sociolinguistic, anthropological, phenomenological, and non-sectarian perspectives. It shows the cross-boundary philosophical reasoning and pedagogic dimensions of St. Paul as a great teacher and thinker from the Jewish-and-Christian faith. In doing so, this book refocuses academia’s attention on the inevitable antimonic nature inherent in humans’ efforts to create systemic knowledge. Knowledge about the inner aesthetic and volitional-interpretative self – the immanent psychic “I” – and other philosophical aspects of the realm of the transcendental should be rescued from the deepening trends of secularity. Being strong, powerful, productive, and performative should not be taken as the indisputable and exclusive aim of education. Science, Technology, Engineering, and Mathematics (STEM) do not constitute a sufficient basis for building a better humanity. Education via public curriculums ought to serve both the belly and the mind. Deliberative curricular recalibrations, with rationales for grace, are thus needed for a better future for humanity.... This book is relevant for anyone with a core fascination about truths, values, epistemologies, life, spirituality, and holistic human development. It can also be used as a textbook or a reference in a number of fields including counselling, psychology, translation, cultural studies, and theology.
Author: Alicia R. Crowe
Publisher: Springer
ISBN: 3319229397
Category : Education
Languages : en
Pages : 451
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Book Description
In this volume teacher educators explicitly and implicitly share their visions for the purposes, experiences, and commitments necessary for social studies teacher preparation in the twenty-first century. It is divided into six sections where authors reconsider: 1) purposes, 2) course curricula, 3) collaboration with on-campus partners, 4) field experiences, 5) community connections, and 6) research and the political nature of social studies teacher education. The chapters within each section provide critical insights for social studies researchers, teacher educators, and teacher education programs. Whether readers begin to question what are we teaching social studies teachers for, who should we collaborate with to advance teacher learning, or how should we engage in the politics of teacher education, this volume leads us to consider what ideas, structures, and connections are most worthwhile for social studies teacher education in the twenty-first century to pursue.
Author: Allan Collins
Publisher: Teachers College Press
ISBN: 0807758655
Category : Education
Languages : en
Pages : 161
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Book Description
Renowned cognitive scientist Allan Collins proposes a school curriculum that will fit the needs of our modern era. Examining how advances in technology, communication, and the dissemination of information are reshaping the world, Collins offers guidelines to help schools foster flexible, self-directed learners who will succeed in the global workplace.
Author: Martin Lawn
Publisher: Taylor & Francis
ISBN: 9780470270974
Category : Education
Languages : en
Pages : 253
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Book Description
Author: R. Tolteka Cuauhtin
Publisher:
ISBN: 9780942961027
Category : Ethnology
Languages : en
Pages : 363
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Book Description
As part of a growing nationwide movement to bring Ethnic Studies into K-12 classrooms, Rethinking Ethnic Studies brings together many of the leading teachers, activists, and scholars in this movement to offer examples of Ethnic Studies frameworks, classroom practices, and organizing at the school, district, and statewide levels. Built around core themes of indigeneity, colonization, anti-racism, and activism, Rethinking Ethnic Studies offers vital resources for educators committed to the ongoing struggle for racial justice in our schools.
Author: E. Wayne Ross
Publisher: IAP
ISBN: 1681237571
Category : Education
Languages : en
Pages : 269
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Book Description
Like the schools in which it is taught, social studies is full of alluring contradictions. It harbors possibilities for inquiry and social criticism, liberation and emancipation. Social studies could be a site that enables young people to analyze and understand social issues in a holistic way – finding and tracing relations and interconnections both present and past in an effort to build meaningful understandings of a problem, its context and history; to envision a future where specific social problems are resolved; and take action to bring that vision in to existence. Social studies could be a place where students learn to speak for themselves in order to achieve, or at least strive toward an equal degree of participation and better future. Social studies could be like this, but it is not. Rethinking Social Studies examines why social studies has been and continues to be profoundly conversing in nature, the engine room of illusion factories whose primary aim is reproduction of the existing social order, where the ruling ideas exist to be memorized, regurgitated, internalized and lived by. Rethinking social studies as a site where students can develop personally meaningful understandings of the world and recognize they have agency to act on the world, and make change, rests on the premises that social studies should not show life to students, but bringing them to life and that the aim of social studies is getting students to speak for themselves, to understand people make their own history even if they make it in already existing circumstances. These principles are the foundation for a new social studies, one that is not driven by standardized curriculum or examinations, but by the perceived needs, interests, desires of students, communities of shared interest, and ourselves as educators. Rethinking Social Studies challenges readers to reconsider conventional thought and practices that sustain the status quo in classrooms, schools, and society by critically engaging with questions and issues such as: neutrality in the classroom; how movement conservatism shapes the social studies curriculum; how corporate?driven education affects schools, teachers, and curriculum; ways in which teachers can creatively disrupt everyday life in the social studies classroom; going beyond language and inclusive content in social justice oriented teaching; making critical pedagogy relevant to everyday life and classroom practice; the invisibility of class in the social studies curriculum and how to make it a central organizing concept; class war, class consciousness and social studies in the age of empire; what are your ideals as a social studies education and how do you keep them and still teach?; and what it means to be a critical social studies educator beyond the classroom.
Author: Bill Bigelow
Publisher: Rethinking Schools
ISBN: 094296120X
Category : Biography & Autobiography
Languages : en
Pages : 197
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Book Description
Provides resources for teaching elementary and secondary school students about Christopher Columbus and the discovery of America.
Author: John White
Publisher: Psychology Press
ISBN: 0415306787
Category : Education
Languages : en
Pages : 210
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Book Description
This is an important and timely book, and should be read by all educationists and policy-makers concerned about the future of the curriculum.
Author: Peter Blatchford
Publisher: UCL Press
ISBN: 1787358798
Category : Education
Languages : en
Pages : 340
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Book Description
The debate over whether class size matters for teaching and learning is one of the most enduring, and aggressive, in education research. Teachers often insist that small classes benefit their work. But many experts argue that evidence from research shows class size has little impact on pupil outcomes, so does not matter, and this dominant view has informed policymaking internationally. Here, the lead researchers on the world’s biggest study into class size effects present a counter-argument. Through detailed analysis of the complex relations involved in the classroom they reveal the mechanisms that support teachers’ experience, and conclude that class size matters very much indeed. Drawing on 20 years of systematic classroom observations, surveys of practitioners, detailed case studies and extensive reviews of research, Peter Blatchford and Anthony Russell contend that common ways of researching the impact of class size are limited and sometimes misguided. While class size may have no direct effect on pupil outcomes, it has, they say, significant force through interconnections with classroom processes. In describing these connections, the book opens up the everyday world of the classroom and shows that the influence of class size is everywhere. It impacts on teaching, grouping practices and classroom management, the quality of peer relations, tasks given to pupils, and on the time teachers have for marking, assessments and understanding the strengths and challenges for individual pupils. From their analysis, the authors develop a new social pedagogical model of how class size influences work, and identify policy conclusions and implications for teachers and schools.
