Описание: In Why Knowledge Matters, influential scholar E. D. Hirsch, Jr., addresses critical issues in contemporary education reform and shows how cherished truisms about education and child development have led to unintended and negative consequences.Hirsch, author of The Knowledge Deficit, draws on recent findings in neuroscience and data from France to provide new evidence for the argument that a carefully planned, knowledge-based elementary curriculum is essential to providing the foundations for children's life success and ensuring equal opportunity for students of all backgrounds. In the absence of a clear, common curriculum, Hirsch contends that tests are reduced to measuring skills rather than content, and that students from disadvantaged backgrounds cannot develop the knowledge base to support high achievement. Hirsch advocates for updated policies based on a set of ideas that are consistent with current cognitive science, developmental psychology, and social science.The book focuses on six persistent problems of recent US education: the over-testing of students; the scapegoating of teachers; the fadeout of preschool gains; the narrowing of the curriculum; the continued achievement gap between demographic groups; and the reliance on standards that are not linked to a rigorous curriculum. Hirsch examines evidence from the United States and other nations that a coherent, knowledge-based approach to schooling has improved both achievement and equity wherever it has been instituted, supporting the argument that the most significant education reform and force for equality of opportunity and greater social cohesion is the reform of fundamental educational ideas.Why Knowledge Matters introduces a new generation of American educators to Hirsch's astute and passionate analysis.
Автор: Fenwick Название: Knowledge Mobilization and Educational Research ISBN: 0415614643 ISBN-13(EAN): 9780415614641 Издательство: Taylor&Francis Рейтинг: Цена: 27562.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This volume is unique in bringing together these wide-ranging issues of knowledge mobilization in education. The volume editors critically analyse these complex issues and also describe various efforts of knowledge mobilization and their effects. While the contributors themselves speak from diverse material, occupational and theoretical locations.
Описание: This volume is intended for researchers, curriculum developers, policy makers, and classroom teachers who want comprehensive information on what students at grades 4, 8, and 12 (the grades assessed by NAEP) can and cannot do in mathematics. After two introductory chapters on the design of NAEP, the volume contains a chapter on the challenges in analyzing NAEP data at the item level followed by five chapters that report 2005 through 2013 student performance on specific assessment items. These chapters are organized by content area and then by topic (e.g., understanding of place value, knowledge of transformations, ability to use metric and U.S. systems of measurement) and thus provide baseline data on the proportion of students who are able to complete the mathematics tasks currently used in the upper elementary, middle, and high?school mathematics curriculum. Additional chapters focus on student reasoning, U.S. performance on international assessments, and using construct analysis rather than percent correct on clusters of items to understand student knowledge on specific mathematics topics.Several themes emerge from the volume. One is that while the rate of improvement in mathematics learning in grades 4 and 8 has slowed in recent years, it has slowed more on some topics than others. Another is that relatively minor changes in wording can have significant effects on student performance and thus it is difficult to be specific about what students can do without knowing exactly what questions they were asked. A third theme is that changes in performance over time can sometimes but not always be understood in terms of what students are taught. For example, there were substantial gains on several grade 4 items requiring understanding of fractions and that is probably because the amount of instruction on fractions in grades 3 and 4 has been increasing. In contrast, while relatively few twelfth?grade students have ever been good at factoring trinomials, performance on this skill seems to be decreasing. This suggests that while more students are completing advanced mathematics courses in high school, these courses are not helping in the area of factoring trinomials. Finally, there are limitations to using NAEP as a measure of student performance on the Common Core State Standards. To the extent that NAEP can be used, however, the NAEP data show a substantial gap between expectations and performance.
In this wide-ranging book, Elana Michelson invites us to revisit basic understandings of the experiential learner'. How does experience come to be seen as the basis of knowledge? How do gender, class, and race enter into the ways in which knowledge is valued? What political and cultural belief systems underlie such practices as the assessment of prior learning and the writing of life narratives?
Drawing on a range of disciplines, from feminist theory and the politics of knowledge to literary criticism, Michelson argues that particular understandings of experiential learning' have been central to modern Western cultures and the power relationships that underlie them. Presented in four parts, this challenging and lively book asks educators of adults to think in new ways about their assumptions, theories, and practices:
Part I provides readers with a short history of the notion of experiential learning.
Part II brings the insights and concerns of feminist theory to bear on mainstream theories of experiential learning.
Part III examines the assessment of prior experiential learning for academic credit and/or professional credentials.
Part IV addresses a second pedagogical practice that is ubiquitous in adult learning, namely, the assigning of life narratives.
Gender, Experience, and Knowledge in Adult Learning will be of value to scholars and graduate students exploring adult and experiential learning, as well as academics wishing to introduce students to a broad range of feminist, critical-race, materialist and postmodernist thinking in the field.
Описание: In this volume, Pinar enacts his theory of curriculum, detailing the relations among knowledge, history, and alterity, introduced by his intellectual life history naming the contributions he has made to understanding educational experience.
Автор: W. Brezinka; J.S. Brice; R. Eshelman Название: Philosophy of Educational Knowledge ISBN: 9401051410 ISBN-13(EAN): 9789401051415 Издательство: Springer Рейтинг: Цена: 27950.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: For two reasons, we are particularly proud to include Wolfgang Brezinka`s Philosophy of Educational Knowledge in this series of books on Philosophy of Education. Knowledge of education has long beenoffered under names like"pedagogics", "pedagogy"or"educational theory".
Автор: W. Brezinka; J.S. Brice; R. Eshelman Название: Philosophy of Educational Knowledge ISBN: 0792315227 ISBN-13(EAN): 9780792315223 Издательство: Springer Рейтинг: Цена: 33541.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: For two reasons, we are particularly proud to include Wolfgang Brezinka`s Philosophy of Educational Knowledge in this series of books on Philosophy of Education. Knowledge of education has long beenoffered under names like"pedagogics", "pedagogy"or"educational theory".
Автор: Michelson Название: Gender, Experience, and Knowledge in Adult Learning ISBN: 1138892165 ISBN-13(EAN): 9781138892163 Издательство: Taylor&Francis Рейтинг: Цена: 19906.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
In this wide-ranging book, Elana Michelson invites us to revisit basic understandings of the experiential learner'. How does experience come to be seen as the basis of knowledge? How do gender, class, and race enter into the ways in which knowledge is valued? What political and cultural belief systems underlie such practices as the assessment of prior learning and the writing of life narratives?
Drawing on a range of disciplines, from feminist theory and the politics of knowledge to literary criticism, Michelson argues that particular understandings of experiential learning' have been central to modern Western cultures and the power relationships that underlie them. Presented in four parts, this challenging and lively book asks educators of adults to think in new ways about their assumptions, theories, and practices:
Part I provides readers with a short history of the notion of experiential learning.
Part II brings the insights and concerns of feminist theory to bear on mainstream theories of experiential learning.
Part III examines the assessment of prior experiential learning for academic credit and/or professional credentials.
Part IV addresses a second pedagogical practice that is ubiquitous in adult learning, namely, the assigning of life narratives.
Gender, Experience, and Knowledge in Adult Learning will be of value to scholars and graduate students exploring adult and experiential learning, as well as academics wishing to introduce students to a broad range of feminist, critical-race, materialist and postmodernist thinking in the field.
Описание: Inspired by the author`s own experiences of teaching community development and sociology within a youth-work specific bachelor degree, the book invites educators to apply existential philosophy as a tool to reflect upon their own experiences and to reconnect with the question of what it means to be an educator in their shared world of practice.
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