- Table View
- List View
Toward a Grammar of Curriculum Practice: Embracing New Conceptions of Curriculum and Curriculum Planning
by Edmund C. ShortCurriculum planning can be conceptualized in various ways, and curriculum planners necessarily must adopt a particular approach in order to facilitate their thinking and decision-making. However, the history of curriculum planning suggests that existing conceptualizations are sometimes confusing, imprecise, or not as helpful as they might be. There is a need for a new conceptualization that overcomes the limitations of these earlier conceptions. Through conceptual analysis and concept development, the author presents curriculum planning as a form of educational practice distinct from other practices such as teaching, administration, and policy making. Short's "grammar of curriculum practice" describes a set of key concepts and the meaningful relationships among them that define the essential elements of curriculum and of curriculum planning.
Toward a K-20 Student Unit Record Data System for California
by Georges Vernez Janet S. Hansen Mirka Vuollo Cathy KropTo improve the progression of students through the educational system and to improve education quality, California needs a robust data system that can track an individual student's progress from kindergarten to college and beyond. The authors review California's multiple existing student data systems and identify steps that could be taken toward building and maintaining an integrated student data system for the state.
Toward a Literacy of Promise: Joining the African American Struggle (Language, Culture, and Teaching Series)
by Rebecca Powell Linda A. Spears-Bunton"[This book] gives us strategies for bringing life back to school; it allows us to think creatively about connecting instruction to the lives of children who have not been well-served; it helps us learn to value the gifts with words our children of color bring; and it gives us hope for educating a generation that can change the status quo, that will build the America we have yet to see...the one that made that as-yet-unfulfilled promise of ‘liberty and justice for all.’"Lisa Delpit, From the Foreword Toward a Literacy of Promise examines popular assumptions about literacy and challenges readers to question how it has been used historically both to empower and to oppress. The authors offer an alternative view of literacy – a "literacy of promise" – that charts an emancipatory agenda for literacy instructional practices in schools. Weaving together critical perspectives on pedagogy, language, literature, and popular texts, each chapter provides an in-depth discussion that illuminates how a literacy of promise can be realized in school and classrooms. Although the major focus is on African American middle and secondary students as a population that has experienced the consequences of inequality, the chapters demonstrate general and specific applications to other populations.
Toward a Reconceptualization of Second Language Classroom Assessment: Praxis and Researcher-teacher Partnership (Educational Linguistics #41)
by Matthew E. Poehner Ofra Inbar-LourieThis book responds to the call for praxis in L2 education by documenting recent and ongoing projects around the world that see partnership with classroom teachers as the essential driver for continuing to develop both classroom assessment practice and conceptual frameworks of assessment in support of teaching and learning. Taken together, these partnerships shape the language assessment literacy, the knowledge and skills required for theorizing and conducting assessment activities, of both practitioners and researchers. While united by their orientation to praxis, the chapters offer considerable diversity with regard to languages taught, learner populations included (varying in age and proficiency level), specific innovations covered, research methods employed, and countries in which the work was conducted. As a whole, the book presents a way of engaging in research with practitioners that is likely to stimulate interest among not only language assessment scholars but also those studying second language education and language teacher education as well as language teaching professionals themselves.
Toward a Scholarship of Practice: New Directions for Higher Education, Number 178 (J-B HE Single Issue Higher Education)
by John M. BraxtonEnsure that your institutional policy and practice are guided by empirical research and scholarship rather than by mere common sense, trial and error, or a "shoot from the hip" basis for institutional action. The two primary goals of a scholarship of practice are: 1. improving administrative practice in higher education, and2. developing a knowledge base to guide such practice.To attain these goals, campuses must use the findings of empirical research as the basis for developing institutional policy and practice. The result? Improved administrative practice in higher education, both at a campus level and for higher education as a social institution. This is the 178th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
Toward a Scientific Practice of Science Education
by Alan H. Schoenfeld James G. Greeno Marjorie Gardner Frederick Reif Andrea Disessa Elizabeth StageThis volume supports the belief that a revised and advanced science education can emerge from the convergence and synthesis of several current scientific and technological activities including examples of research from cognitive science, social science, and other discipline-based educational studies. The anticipated result: the formation of science education as an integrated discipline.
Toward a Sociology of Education
by John Beck, Chris Jenks, Nell Keddie and Michael F.D. YoungBy including material from literary, philosophical, and anthropological sources, and by selecting readings which consider educational practice both within and beyond formal educational contexts, this book broadens the character of sociological inquiry in education. The editors bring together material they have found valuable when working with students of education and sociology at all levels. Many of these articles and extracts are either inaccessible or have not been reprinted. The collection should stimulate inquiry about the assumptions underlying current debates on curriculum, streaming, school organization, methods of teachin, and preconceived notions of ability.
Toward a Unified Theory of Problem Solving: Views From the Content Domains
by Mike U. SmithOne of the most active fields of educational research in recent years has been the investigation of problem-solving performance. Two opposing views of current research -- one suggesting that there are more differences than similarities within different domains, and the other stating that there is great similarity -- lead to a variety of questions: * Is problem solving a single construct? * Are there aspects of problem-solving performance that are similar across a variety of content domains? * What problem-solving skills learned within one context can be expected to transfer to other domains? The purpose of this book is to serve as the basis for the productive exchange of information that will help to answer these questions -- by drawing together preliminary theoretical understandings, sparking debate and disagreement, raising new questions and directions, and perhaps developing new world views.
Toward a Visually-Oriented School Mathematics Curriculum
by Ferdinand RiveraWhat does it mean to have a visual representation of a mathematical object, concept, or process? What visualization strategies support growth in mathematical thinking, reasoning, generalization, and knowledge? Is mathematical seeing culture-free? How can information drawn from studies in blind subjects help us understand the significance of a multimodal approach to learning mathematics? Toward a Visually-Oriented School Mathematics Curriculum explores a unified theory of visualization in school mathematical learning via the notion of progressive modeling. Based on the author's longitudinal research investigations in elementary and middle school classrooms, the book provides a compelling empirical account of ways in which instruction can effectively orchestrate the transition from personally-constructed visuals, both externally-drawn and internally-derived, into more structured visual representations within the context of a socioculturally grounded mathematical activity. Both for teachers and researchers, a discussion of this topic is relevant in the history of the present. The ubiquity of technological tools and virtual spaces for learning and doing mathematics has aroused interest among concerned stakeholders about the role of mathematics in these contexts. The book begins with a prolegomenon on the author's reflections on past and present visual studies in mathematics education. In the remaining seven chapters, visualization is pursued in terms of its role in bringing about progressions in mathematical symbolization, abduction, pattern generalization, and diagrammatization. Toward a Visually-Oriented School Mathematics Curriculum views issues surrounding visualization through the eyes of a classroom teacher-researcher; it draws on findings within and outside of mathematics education that help practitioners and scholars gain a better understanding of what it means to pleasurably experience the symmetric visual/symbolic reversal phenomenon - that is, seeing the visual in the symbolic and the symbolic in the visual."
Toward the Cross: Heart-Shaping Lessons for Lent and Easter
by Gary Thompson Michelle J. Morris Taylor W. MillsLet Jesus, not the world, set the priorities of your heart in this Lenten season.Toward the Cross challenges each of us to answer the question that lies at the heart of discipleship, at the heart of our priorities: Is following Jesus the most important thing to you? Is it your priority? When you follow Jesus, how does it change the way you think, speak, and act?Jesus told would-be followers to count the cost. The chapters and daily readings in this book help you do that by developing a disciple’s perspective on yourself, others, and things. They encourage you to let go of the past, guilt, and things that weigh you down and cling tightly to Christ in genuine discipleship.This seven-week study guides you through Lent and Easter, helping you explore qualities and characteristics of Christian discipleship that lead you to claim Jesus as your highest priority. Each week includes a group session based on the traditional Gospel texts with supporting daily readings for Ash Wednesday through Easter Monday. Group Sessions have questions to spark discussion as you strengthen your commitment to making Jesus your priority during the Lenten season, Easter, and beyond.
Toward the Health of a Nation: The Institute of Health Policy, Management and Evaluation - The First Seventy Years
by Leslie A. BoehmCanadians view their healthcare – recognized throughout the world as an exemplary system – as iconic and integral to their identity. In Toward the Health of a Nation Leslie Boehm recounts the first seventy years in the life of one of the foundations of Canada's healthcare system, the Institute of Health Policy, Management and Evaluation at the University of Toronto. Boehm – a graduate of IHPME, and an instructor there throughout his career – charts the institute's history from its inception in 1947 as the Department of Hospital Administration to the present day. The first program of its kind in Canada, and one of the few in the world, the school was founded at a time when the issue of healthcare was becoming a significant part of national and provincial discussions and policies. Initially concentrating on hospital management and professional degrees, it has expanded to offer academic degrees and facilitate important research into health systems, policies, and outcomes. In Toward the Health of a Nation Boehm demonstrates the excellence of the program, its faculty, and its graduates, as well as their accomplishments in major government initiatives and royal commissions. In the seventy years since IHPME's inception healthcare has grown to become a major part of government and business activity, and it will only increase in coming years. An in-depth history of a major program in graduate health education, Toward the Health of a Nation highlights how important healthcare is to a modern, functional society.
Toward the Kingdom of Heaven: 40 Daily Readings on the Sermon on the Mount (Sermon on the Mount)
by Amy-Jill LevineHow is the follower of Jesus to understand the words of the Old Testament? How are those words relevant to the New Covenant He is establishing? What might the words of the Lord’s Prayer have conveyed to his initial followers, and why is that historical information essential to the prayer two millennia later?In Sermon on the Mount, Dr. Amy-Jill Levine takes a detailed and colorful overview of Matthew 5-7, collectively known as Jesus’ Sermon on the Mount. Through Dr. Levine’s engaging method of biblical interpretation, readers will come away with a solid understanding of the Sermon on the Mount in its historical and theological context.This collection of 40 daily readings is drawn from Amy-Jill Levine’s teachings on the Sermon on the Mount. Containing additional stories, insights, and lessons from the author, the reader further illuminates the wisdom of Jesus’ most famous sermon.
Toward the Practice of theory-based Instruction: Current Cognitive theories and their Educational Promise
by Judy L. Lupart Anne McKeoughThis unique contribution to the field of education offers a comparative look at the application of cognitive theory to instruction. Six leading researchers, representing the three theoretical positions which guide the study of cognition -- socio- cultural, information processing, and neo-Piagetian approaches -- discuss their theories and present empirical evidence in support of cognitively-based instructional practice. An introductory chapter describes the basic tenets of each tradition and its general educational posture, and a concluding chapter compares the contributors' views and draws implications for key educational issues. These open-ended discussions of the contrasts and overlaps in the various positions should stimulate readers to formulate personal opinions on cognitively-based instruction.
Towards 2000: The Future of Childhood, Literacy and Schooling (Routledge Library Editions: Literacy #13)
by Ed MarumOriginally published in 1995. This book reviews the current situation concerning the teaching of 'English' in schools, examining particularly the notion of 'literacy'. The authors offer practical suggestions to primary and secondary teachers, proposing ways in which the teaching of children's literature (and that of adolescence and youth) may be addressed across Key Stages and at A-level. They relate theory to practise, and offer a critique of government proposals.
Towards A Compulsory Curriculum (Routledge Library Editions: Education)
by John P. WhiteWritten prior to the introduction of the national curriculum, this volume argued for precisely that: a broad framework of a compulsory education at national level for all schools. The author considers the question of the content of his proposed compulsory curriculum in terms of principles derived from a fundamental ethical position and from an analysis of kinds of human activity that seeks to establish important educational priorities. The discussion covers arguments concerning intrinsically worthwhile activities, the need for a practical component of the curriculum and the priority that humanistic studies should have. It puts forward a case for a new concept of voluntary education, partly on the model of the Pioneer organizations of Eastern Europe, to supplement the compulsory curriculum.
Towards A New Education System: The Victory Of The New Right?
by Clyde Chitty University of Birmingham.First published in 1989. Routledge is an imprint of Taylor & Francis, an informa company.
Towards An Era of Puhui Policy: Development and Practice of Early Care and Education in China
by Yu Zhou Yong Jiang Xingjian ZhuIn China, the puhui (普惠) early care and education (ECE) program, a national public policy, was officially launched in 2010 to improve the affordability, accessibility, and quality of ECE. Based on a five-year research project, this book explores the development and practice of this ambitious reform campaign with national empirical evidence.The authors evaluate the puhui ECE system (e.g., puhui early education policy, puhui kindergarten services, puhui child care services, and total teacher compensation) from the perspective of universal ECE provision for all children. They focus on children from disadvantaged families such as migrant children, children with special needs, and children from low socioeconomic families by emphasizing the targeted provision of ECE based on the principle of educational equity. In addition, they explore the innovative ways to optimize the structure, quality, and efficiency of puhui ECE provision by introducing an innovative provider with the participation of social organizations (China Welfare Institute) and three innovative forms of provision, including village kindergarten, small-scale urban kindergarten, and compensation for children with special needs.The book will be of interest to policymakers, scholars, and researchers in early childhood education, education policy, and education development.
Towards Creative Learning Spaces: Re-thinking the Architecture of Post-Compulsory Education
by Jos BoysThis book offers new ways of investigating relationships between learning and the spaces in which it takes place. It suggests that we need to understand more about the distinctiveness of teaching and learning in post-compulsory education, and what it is that matters about the design of its spaces. Starting from contemporary educational and architectural theories, it suggests alternative conceptual frameworks and methods that can help map the social and spatial practices of education in universities and colleges; so as to enhance the architecture of post-compulsory education.
Towards Critical Environmental Education: Current and Future Perspectives (Critical Studies of Education #14)
by Aristotelis S. Gkiolmas Constantine D. SkordoulisThis volume discusses theory, philosophy, praxis and methods in Environmental and Ecological education, and considers the junction with the main visions and issues of Critical Pedagogy. The volume and its separate chapters address four axes, which can also be seen as the guidelines of the content as well as the central objectives of the book.The first axis concerns the missing theoretical and practical pieces at this point in time. The volume considers the issues that are not included in contemporary Environmental Education, and thus, deprive it from critical orientations. This implies that in Environmental Education, very little discussion exists about the political, economic, racial, gender and class issues that in most cases govern the actions of leaders and stake-holders. The second axis concerns what has been done so far and in what directions. This involves descriptions of theoretical approaches or actual applied methodologies in the classroom, such as curricula or syllabus used or the kind of actions certain educators have taken to infuse the issues of justice and critical reflection within the Environmental Education teaching agenda. The third axis examines proposals. It looks at ways to enrich domains of Environmental Education with the argumentations of Critical Pedagogy. The fourth axis concerns the way in which proposals can be effectuated. This part contains specific methodologies and teaching sequences, depicting ways of including major aspects of Critical Pedagogy and Critical Education in Environmental Education. Examples are: Non-anthropocentric ecological approaches in the classroom, political activism in the Curricula, mixture of field activities and political activities.
Towards Deeper Learning in Primary CLIL: A Case Study of Disciplinary Literacy (Routledge Series in Language and Content Integrated Teaching & Plurilingual Education)
by Fay ChenChen proposes a disciplinary literacy (DL) approach to Content and Language Integrated Learning (CLIL) planning and teaching in her book, in answer to concerns expressed by some about the growth of CLIL internationally in recent decades.The concerns regarding CLIL schools circle around the feasibility of the policy, particularly regarding the challenges of teaching and learning new subject content in an additional language in primary education. In response, the author tackles the fundamental questions surrounding CLIL implementation with a focus on fostering deeper learning using examples from the Taiwanese context. The chapters delve into the key planning issues in primary education CLIL and explore the language teaching awareness of CLIL teachers in various subject areas. In addition to proposing a DL approach, the book also discusses the necessity for teachers’ awareness of subject-specific literacies in curriculum planning, highlighting the importance of scaffolding primary students to achieve deeper learning in CLIL classrooms. As a whole, Chen stimulates discourse and research in CLIL planning and teaching, thereby informing CLIL teacher education.This book is an essential read for researchers and research students interested in deeper learning and bilingual and multilingual education programs. It is also a viable resource for teacher educators and teachers who teach in multilingual programs and primary education.
Towards Discursive Education: Philosophy, Technology, and Modern Education
by Christina E. ErnelingAs technology continues to advance, the use of computers and the Internet in educational environments has immensely increased. But just how effective has their use been in enhancing children's learning? In this thought-provoking book, Christina E. Erneling conducts a thorough investigation of scholarly journal articles on how computers and the Internet affect learning. She critiques the influential pedagogical theories informing the use of computers in schools - in particular those of Jean Piaget and 'theory of mind' psychology. Erneling introduces and argues for a discursive approach to learning based on the philosophy of Ludwig Wittgenstein and the psychology of Lev Vygotsky. This book not only addresses an urgent pedagogical problem in depth, but also challenges dominant assumptions about learning in both developmental psychology and cognitive science.
Towards Ensuring Inclusive and Equitable Quality Education for All: Analyzing School Enrolment Patterns (International and Development Education)
by Yuto Kitamura Keiichi Ogawa Takeshi Sekiya Akemi AshidaThis edited volume builds upon a rich literature base on quality, equity, and education for all. It focuses on enrolment patterns in education and includes extensive, micro-level analytical data to support their findings. The chapters include evidence-based analytical methods with three global regions and eleven country case studies that contribute to the United Nation’s Sustainable Development Goal 4 (SDG 4) Quality Education for All by 2030. The book offers valuable and practical learning materials for policymakers, field practitioners, researchers and research students specializing in comparative education, international educational development, and international cooperation.
Towards Equity in Mathematics Education
by Helen Forgasz Ferdinand RiveraThis volume gathers together twenty major chapters that tackle a variety of issues associated with equity in mathematics education along the dimensions of gender, culture, curriculum diversity, and matters of a biological nature. The pursuit of equity in mathematics education is an important concern in the history of the present. Since there is no doubt about the significant role of mathematics in almost every aspect of life, it means that all individuals regardless of sex, in any age range, and in whatever context need to be provided with an opportunity to become mathematically able. The publication of this Springer volume on equity in mathematics education is situated at a time when there is strong and sustained research evidence indicating the persistence of an equity gap in mathematics, which has now enabled the mathematics education community to engage in a discourse of access for all. The research studies that are reported and discussed in the volume have been drawn from an international group of distinguished scholars whose impressive, forward-looking, and thought-provoking perspectives on relevant issues incite, broaden, and expand complicated conversations on how we might effectively achieve equity in mathematics education at the local, institutional, and systemic levels. Further, the up-to-date research knowledge in the field that is reflected in this volume provides conceptual and practical outlines for mechanisms of change, including models, examples, and usable theories that can inform the development of powerful equitable practices and the mobilization of meaningful equity interventions in different contexts of mathematics education.
Towards Excellence in Early Years Education: Exploring narratives of experience
by Kathleen GoouchThis book uniquely describes the work of two Early Years Professionals, drawing on their narrative accounts as they robustly describe and analyse their work with young children. Against a backcloth of increasing regulation and inspection of early years care and education, Kathy Gooch emphasizes the importance of building authentic relationships with children and their families, explores how play can be promoted as the central site for learning, and shows how professionals can use play to account for children’s development and learning. In analysing the Early Year Professionals’ narratives, this book explores key themes including: Traditional notions of ‘teaching’ and how they can be redefined The significance of talk in children’s lives Teachers’ professional identities How children’s potential in learning can be achieved through play Celebrating knowledge, skills and understanding and re-defining what it means to be a teacher, in its broadest sense, this fascinating book brings together research and literature from across disciplines. Containing a foreword by Tricia David, it will be of interest to academics, early years educators and students on early childhood education degree programmes and initial teacher education courses, as well as others concerned with the over prescriptive nature of early education.
Towards Fairer University Assessment: Recognizing the Concerns of Students
by Bruce Johnson Nerilee FlintAfter all the hours of studying, reading and preparation, the nights spent revising and the writing and re-writing of assignments, ‘success’ for university students can often be represented with a single grade or digit, summing up a wide range of activities. The authors of this timely book ask how fair that assessment is. This book is about a long-ignored determinant of student satisfaction, concerning the perception of how fairly students are judged, marked, ranked and rewarded for demonstrating their capabilities at university. In the high stakes competitive field of higher education, students are increasingly positioned as customers whose views on their university experience are considered vitally important. Yet paradoxically, little research has been undertaken to find out more about how students decide whether they have been treated fairly and what they do about it. This book fills a major gap in our understanding of these issues, responding to four key questions: Why is the assessment of students’ capabilities the core business of universities? What are the main sources of student frustration with assessment arrangements? What do students do when they think they have been treated unfairly? What can be done to promote fair assessment at university? In doing so, this book goes beyond the superficial consideration of university assessment as a ‘necessary requirement’ by unravelling the underlying issues that really count – what is considered fair assessment and what is not. Towards Fairer University Assessment will be of interest to higher education academics, administrators and managers, researchers in the areas of education policy and politics, as well as advanced undergraduate and postgraduate students.