Описание: This book brings together voices and perspectives from across the world and draws in a new generation of curriculum scholars to provide fresh insight into the contemporary field.
Описание: This collection of curriculum studies in environmental education brings together scholars to examine key perspectives, understandings and changes in this field of study. The chapters in this book were originally published in the Journal of Curriculum Studies.
Описание: Comprised of chapters written by established Canadian curriculum scholars as well as junior scholars and graduate students, this collection of essays provoke readers to imagine the different ways in which educational researchers can engage the narrative inquiry within the broader field of curriculum studies.
Описание: "This book gives a voice to English language teachers faced with the challenges posed by English language curriculum change.
Название: International perspectives in curriculum history ISBN: 1138318523 ISBN-13(EAN): 9781138318526 Издательство: Taylor&Francis Рейтинг: Цена: 12707.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Originally published in 1988. This book presents comparative data from a range of countries which help define the methodologies employed in curriculum history. It also explores some of the major curriculum issues uncovered in historical studies.
Автор: Gary McCulloch, Ivor Goodson Название: Transnational perspectives on curriculum history / ISBN: 113860478X ISBN-13(EAN): 9781138604780 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book offers a remarkable range of research that emphasizes the need to analyse the shaping of curricula under historical, social and political variables.
Описание: This volume explores different angles of sustainability, university corporate social responsibility, and the role of civil society in the context of education, with a focus on curriculum development and teaching.
Название: International perspectives in curriculum history ISBN: 1138321613 ISBN-13(EAN): 9781138321618 Издательство: Taylor&Francis Рейтинг: Цена: 3520.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Originally published in 1988. This book presents comparative data from a range of countries which help define the methodologies employed in curriculum history. It also explores some of the major curriculum issues uncovered in historical studies.
Scholars in this edited collection tackle the issue of teaching students Technology while Technology Education has not been decolonized or made relevant to indigenous technological worldviews. This book provides solutions that address the question: How to decolonize Technology Education? The solutions include the African Technology Education Decolonization Framework that should guide the design and development of the Technology Education curriculum and its methodologies in tune with the local realities and tailored towards the African agenda on sustainable development. This book offers fresh ideas to conceptualize Technology Education from an indigenous perspective.
Название: New directions in curriculum studies ISBN: 1138319414 ISBN-13(EAN): 9781138319417 Издательство: Taylor&Francis Рейтинг: Цена: 17609.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Originally published in 1979. This edited collection of ten significant papers critically surveys a decade of intellectual effort in selected areas of curriculum studies, providing an excellent set of teaching and learning resources in an area where the usual text book can be counter-productive.
Описание: The widely cited, though highly contested, idea that “the world is flat” (Friedman, 2004) carries with it a call for education to provide a levelling effect across continents and cultures Students in Skokie or in Skopje, as the theory goes, are expected to experience a school curriculum that shares certain common elements, goals, and purposes. Such a globalised view is not, however, without its complications. This book addresses some of the issues that arise when the transmigration of educational ideas occurs, with a particular eye toward the ethical dilemmas that curriculum workers face in international contexts.<br><br> The authors who have contributed to this volume explore, through case examples and critical reflection, what happens when ideas that are drawn from one set of cultural norms and experiences is introduced into other cultural contexts. In many cases these are the stories of “donors” and “hosts,” of structured inequities of power and influence, of disparities in material resources, and, as expressed in one of the cases, the dynamics of the “coloniser” and the “colonised.” A recurrent theme concerns the challenges faced by educators working internationally to reconcile their own ethical predispositions toward equity and cultural responsiveness with certain tacit assumptions about the appropriateness or value of curriculum practices brought from the “developed” world for teachers and students in the “developing” world. How these dilemmas are navigated forms the content of this collection of reports from the field written by those who engage in this complex and important work. <br><br> While the content of this volume is situated at the intersection between the field of curriculum studies and comparative education, it is fundamentally a book about curriculum. Most of the authors come from various disciplinary backgrounds with specialisations in curriculum development in content areas such as social studies, geography, or mathematics. As “outsiders looking in” on the field of international education and with thoughtful reflections grounded in practice, the authors provide a new set of insights into the challenges of international curriculum work. Finally, since many of the questions raised by the work included here are ethical in nature, the book begins and ends with analyses that link the practical realities presented in the cases with contemporary philosophical thought. This, then, can be seen as the primary contribution of the book to the educational literature as it offers a careful and well-articulated synthesis of theory and practice in the field of international curriculum work. This publication would make an important contribution to courses in curriculum theory and practice, comparative and international education, and international development outside of the field of education.
Описание: The widely cited, though highly contested, idea that “the world is flat” (Friedman, 2004) carries with it a call for education to provide a levelling effect across continents and cultures Students in Skokie or in Skopje, as the theory goes, are expected to experience a school curriculum that shares certain common elements, goals, and purposes. Such a globalised view is not, however, without its complications. This book addresses some of the issues that arise when the transmigration of educational ideas occurs, with a particular eye toward the ethical dilemmas that curriculum workers face in international contexts.<br><br> The authors who have contributed to this volume explore, through case examples and critical reflection, what happens when ideas that are drawn from one set of cultural norms and experiences is introduced into other cultural contexts. In many cases these are the stories of “donors” and “hosts,” of structured inequities of power and influence, of disparities in material resources, and, as expressed in one of the cases, the dynamics of the “coloniser” and the “colonised.” A recurrent theme concerns the challenges faced by educators working internationally to reconcile their own ethical predispositions toward equity and cultural responsiveness with certain tacit assumptions about the appropriateness or value of curriculum practices brought from the “developed” world for teachers and students in the “developing” world. How these dilemmas are navigated forms the content of this collection of reports from the field written by those who engage in this complex and important work. <br><br> While the content of this volume is situated at the intersection between the field of curriculum studies and comparative education, it is fundamentally a book about curriculum. Most of the authors come from various disciplinary backgrounds with specialisations in curriculum development in content areas such as social studies, geography, or mathematics. As “outsiders looking in” on the field of international education and with thoughtful reflections grounded in practice, the authors provide a new set of insights into the challenges of international curriculum work. Finally, since many of the questions raised by the work included here are ethical in nature, the book begins and ends with analyses that link the practical realities presented in the cases with contemporary philosophical thought. This, then, can be seen as the primary contribution of the book to the educational literature as it offers a careful and well-articulated synthesis of theory and practice in the field of international curriculum work. This publication would make an important contribution to courses in curriculum theory and practice, comparative and international education, and international development outside of the field of education.
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