Curriculum planning and development Books
Duke University Press Feltness
Book SynopsisStephanie Springgay considers socially engaged art as a practice of research-creation that germinates a radical pedagogy she calls feltnessa set of intimate practices of creating art based on touch, affect, relationality, love, and responsibility.Table of ContentsAcknowledgments ix Introduction. Feltness: On How to Practice Intimacy 1 1. Bitter Chocolate Is for Adults! Matters of Taste in Elementary Students’ Socially Engaged Art 31 2. Imponderable Curricula: Living in the Future Now 55 3. Fluxus and the Event Score: The Ordinary Potential of Radical Pedagogy as Art 81 4. Anarchiving as Research-Creation: Instant Class Kit 111 5. Conditions of Feltness 135 6. Making a Public 153 7. Pedagogical Impulses 171 Notes 179 References 183 Index 195
£70.55
Human Kinetics Publishers Interdisciplinary Arts
Book SynopsisInterdisciplinary Arts helps students explore their capacities for creativity and cross-disciplinary thinking by drawing from the fields of theatre, dance, and visual arts. They will learn how to transfer the skills they gain from the book to any endeavor or career they undertake.Table of ContentsChapter 1. Introduction to Interdisciplinary ArtsInterdisciplinary MovementBartenieff: Six Developmental StagesAlexander TechniqueYogaConclusionChapter 2. TheatreGetting Started: Connecting to the TextPreparing a SceneBody: The Actor’s InstrumentStage AwarenessProps and CostumesCollaborative TeamChapter 3. Dance and MovementLaban: Still FormsCentering the Body: 12 Principles of Bartenieff FundamentalsPreparing for the WorkThe Creative ImpulseIntent: Moving With PurposeLaban’s Effort FactorsMise en scèneCollaborative TeamChapter 4. Visual ArtsVisual ArtsInspirationFormColorValue and ContrastRhythmShapeLineTextureSpaceChapter 5. Dance and TheatreIntegrating Dance and Theatre: Poem Performance Using Laban’s EffortsOverview of the ProcessThe Process in DetailAssimilation of Feedback, Development, and RehearsalConclusionChapter 6. Visual Arts and DanceIntegrating Visual Arts With Dance: Wearable or Scenic ArtOverview of the ProcessOverview of the Concepts Used in the ProjectConclusionChapter 7. Theatre and Visual ArtsIntegrating Theatre and Visual Arts: In/Out MasksOverview of the ProcessOverview of the Concepts Used in the ProjectArts-Based ResearchDevelopment: Creating Your In/Out MaskDeveloping the MonologueChapter 8. All Three Art FormsMaking Art Using the Human IntelligencesMultiple Intelligences Synthesis AssignmentChapter 9. Make Art, but Also, Go See Art!Theatre CriticismVisual Art CriticismDance and Movement CriticismConclusion: Interdisciplinary Arts as a Way of Life
£48.60
Cornell University Press Urban Environmental Education Review
Book SynopsisUrban Environmental Education Review explores how environmental education can contribute to urban sustainability. Urban environmental education includes any practices that create learning opportunities to foster individual and community well-being and environmental quality in cities. It fosters novel educational approaches and helps debunk common assumptions that cities are ecologically barren and that city people don''t care for, or need, urban nature or a healthy environment.Topics in Urban Environmental Education Review range from the urban context to theoretical underpinnings, educational settings, participants, and educational approaches in urban environmental education. Chapters integrate research and practice to help aspiring and practicing environmental educators, urban planners, and other environmental leaders achieve their goals in terms of education, youth and community development, and environmental quality in cities.The ten-essay series UrbanTrade Review"Urban Environmental Education Review is a fantastic and unprecedented addition to the literature on environmental education. I appreciate the thoughtfulness of the editors in including authors with many different disciplinary lenses on the field, from a wide geographic range (including within, not just between chapters), and who represent a mix of august, experienced, mid-career, and some new-to-the-field researchers. The chapter topics are logical and provide a nice flow to the book, and the prose is accessible and easy to read." -- Charlotte Clark, Nicholas School of the Environment, Duke UniversityTable of ContentsForeword, Justin Dillon, Judy Braus, Kartikeya Sarabhai, and Luiz Marcelo de CarvalhoIntroduction, Alex Russ and Marianne E. KrasnyPart I. Urban Context1. Advancing Urbanization, David Maddox, Harini Nagendra, Thomas Elmqvist, and Alex Russ2. Sustainable Cities, Martha C. Monroe, Arjen E. J. Wals, Hiromi Kobori, and Johanna Ekne3. Four Asian Tigers, Geok Chin Ivy Tan, John Chi-Kin Lee, Tzuchau Chang, and Chankook Kim4. Cities as Opportunities, Daniel Fonseca de Andrade, Soul Shava, and Sanskriti MenonPart II. Theoretical Underpinnings5. Critical Environmental Education,Robert B. Stevenson, Arjen E. J. Wals, Joe E. Heimlich, and Ellen Field6. Environmental Justice, Marcia McKenzie, Jada Renee Koushik, Randolph Haluza-DeLay, Belinda Chin, and Jason Corwin7. Sense of Place, Jennifer D. Adams, David A. Greenwood, Mitchell Thomashow, and Alex Russ8. Climate Change Education, Marianne E. Krasny, Chew-Hung Chang, Marna Hauk, and Bryce B. DuBois9. Community Assets, Marianne E. Krasny, Simon Beames, and Shorna B. Allred10. Trust and Collaborative Governance, Marc J. Stern and Alexander Hellquist11. Environmental Governance,Marianne E. Krasny, Erika S. Svendsen, Cecil Konijnendijk van den Bosch, Johan Enqvist, and Alex RussPart III. Educational Settings12. Nonformal Educational Settings, Joe E. Heimlich, Jennifer D. Adams, and Marc J. Stern13. Community Environmental Education, Marianne E. Krasny, Mutizwa Mukute, Olivia M. Aguilar, Mapula Priscilla Masilela, and Lausanne Olvitt14. School Partnerships, Polly L. Knowlton Cockett, Janet E. Dyment, Mariona Espinet, and Yu Huang15. Sustainable Campuses, Scott Ashmann, Felix Pohl, and Dave BarbierPart IV. Participants16. Early Childhood, Victoria Derr, Louise Chawla, and Illène Pevec17. Positive Youth Development, Tania M. Schusler, Jacqueline Davis-Manigaulte, and Amy Cutter-Mackenzie18. Adult Education, Philip Silva and Shelby Gull Laird19. Intergenerational Education, Shih-Tsen Nike Liu and Matthew S. Kaplan20. Inclusive Education, Olivia M. Aguilar, Elizabeth P. McCann, and Kendra Liddicoat21. Educator Professional Development, Rebecca L. Franzen, Cynthia Thomashow, Mary Leou, and Nonyameko Zintle SongqwaruPart V. Educational Approaches22. Cities as Classrooms, Mary Leou, Marianna Kalaitsidaki23. Environmental Arts, Hilary Inwood, Joe E. Heimlich, Kumara S. Ward, and Jennifer D. Adams24. Adventure Education, Denise Mitten, Lewis Ting On Cheung, Wanglin Yan, and Robert Withrow-Clark25. Urban Agriculture, Illène Pevec, Soul Shava, John Nzira, and Michael Barnett26. Ecological Restoration, Elizabeth P. McCann and Tania M. Schusler27. Green Infrastructure, Laura B. Cole, Timon McPhearson, Cecilia P. Herzog, and Alex Russ28. Urban Digital Storytelling, Maria Daskolia, Giuliana Dettori, and Raul P. Lejano29. Participatory Urban Planning, Andrew Rudd, Karen Malone, and M'Lis Bartlett30. Educational Trends, Alex Russ and Marianne E. KrasnyAfterword, Nicole M. Ardoin, Alan Reid, Heila Lotz-Sisitka, and Édgar J. González Gaudiano
£25.64
University of Minnesota Press Learning versus the Common Core
Book SynopsisAn open challenge to Common Core’s drive for uniformity Nicholas Tampio watched as his kindergartner’s class shifted from one where teachers, aides, parents, and students worked hard to create a rewarding educational experience to one in which teachers delivered hours-long lectures using packaged lesson plans. Learning versus the Common Core explains how standards-based education reform is transforming nearly every aspect of public education by looking closely at the standards, the agenda of people pushing standards-based reform, and how these fit within a global pattern of education reform. With a nod to the philosophy of John Dewey, Tampio concludes with a vision of what democratic education can look like today—and how people can form rhizomatic alliances across different political and ethical backgrounds to fight the Common Core.Forerunners: Ideas First Short books of thought-in-process scholarship, where intense analysis, questioning, and speculation take the lead
£8.99
Fordham University Press Curriculum by Design: Innovation and the Liberal
Book SynopsisThis book tells the story of how a team of colleagues at Boston College took an unusual approach (working with a design consultancy) to renewing their core and in the process energized administrators, faculty, and students to view liberal arts education as an ongoing process of innovation. It aims to provide insight into what they did and why they did it and to provide a candid account of what has worked and what has not worked. Although all institutions are different, they believe their experiences can provide guidance to others who want to change their general education curriculum or who are being asked to teach core or general education courses in new ways. The book also includes short essays by a number of faculty colleagues who have been teaching in BC’s new innovative core courses, providing practical advice about the challenges of trying interdisciplinary teaching, team teaching, project-or problem-based learning, intentional reflection, and other new structures and pedagogies for the first time. It will also address some of the nuts and bolts issues they have encountered when trying to create structures to make curriculum change sustainable over time and to foster ongoing innovation.Table of ContentsPreface: Curriculum Revision and the Foundations of American Higher Education David Quigley | xi PART I: INNOVATION AND THE LIBERAL ARTS CORE | 1 Choreographing the Conversation: How Designers Helped Clear an Academic Logjam William Bole | 3 What Do We Know? Or, The Perils of Expertise Toby Bottorf | 13 Innovation Andy Boynton | 21 Ambitious Plans Meet Reality: How We Made the Renewed Core Work Mary Thomas Crane | 31 Slowing Down and Opening Up: Preparing Faculty to Co-design a General Education Course Stacy Grooters | 41 Core Renewal as Creative Fidelity Gregory Kalscheur, S.J. | 50 Reflection and Core Renewal Jack Butler, S.J. | 62 Surprised by Conversation: A Reflection on Core Renewal at Boston College Brian D. Robinette | 69 PART II: TEACHING THE RENEWED CORE | 73 Complex Problem Courses | 75 Teaching about a Planet in Peril Prasannan Parthasarathi and Juliet B. Schor | 77 Experimenting with Science and Technology in American Society Jenna Tonn | 82 Global Implications of Climate Change: Importance of Mentorship in a Core Education Tara Pisani Gareau and Brian J. Gareau | 104 Enduring Question Courses: Bringing Together Divergent Disciplines | 115 How to Live in the Material World: Two Perspectives Elizabeth Kowaleski Wallace and Dunwei Wang | 117 Aesthetic and Spiritual Exercises, in and beyond the Classroom Daniel Callahan and Brian D. Robinette | 123 Enduring Question Courses: Differentiating Similar Disciplines | 133 Death in Ancient Greece and Modern Russia: Reflecting on Our Reflection Sessions Hanne Eisenfeld and Thomas Epstein | 135 Spending a Semester with “A Possession for All Time”: Justice and War in Thucydides Robert C. Bartlett | 144 Inquiring about Humans and Nature: Creativity, Planning, and Serendipity Holly VandeWall and Min Hyoung Song | 150 The Liberal Arts Core: Engaging with Current Events, 2016–2020 | 157 Crossings: Teaching “Roots and Routes: Reading/Writing Identity, Migration, and Culture” Lynne Anderson and Elizabeth Graver | 159 The Architecture of a Black Feminist Classroom: Pedagogical Praxis in “Where #BlackLivesMatter Meets #MeToo” Régine Michelle Jean-Charles | 167 Truth-Telling in History and Literature: Constructive Uncertainty Allison Adair and Sylvia Sellers-García | 178 Covid Core Lessons Elizabeth H. Shlala | 190 Acknowledgments | 199 Appendix A: The Vision Animating the Boston College Core Curriculum | 203 Appendix B: Boston College Core Curriculum Required Courses | 209 Appendix C: Complex Problem and Enduring Question Courses, 2015–2021 | 211 List of Contributors | 235 Index | 243
£79.90
Fordham University Press Curriculum by Design: Innovation and the Liberal
Book SynopsisThis book tells the story of how a team of colleagues at Boston College took an unusual approach (working with a design consultancy) to renewing their core and in the process energized administrators, faculty, and students to view liberal arts education as an ongoing process of innovation. It aims to provide insight into what they did and why they did it and to provide a candid account of what has worked and what has not worked. Although all institutions are different, they believe their experiences can provide guidance to others who want to change their general education curriculum or who are being asked to teach core or general education courses in new ways. The book also includes short essays by a number of faculty colleagues who have been teaching in BC’s new innovative core courses, providing practical advice about the challenges of trying interdisciplinary teaching, team teaching, project-or problem-based learning, intentional reflection, and other new structures and pedagogies for the first time. It will also address some of the nuts and bolts issues they have encountered when trying to create structures to make curriculum change sustainable over time and to foster ongoing innovation.Table of ContentsPreface: Curriculum Revision and the Foundations of American Higher Education David Quigley | xi PART I: INNOVATION AND THE LIBERAL ARTS CORE | 1 Choreographing the Conversation: How Designers Helped Clear an Academic Logjam William Bole | 3 What Do We Know? Or, The Perils of Expertise Toby Bottorf | 13 Innovation Andy Boynton | 21 Ambitious Plans Meet Reality: How We Made the Renewed Core Work Mary Thomas Crane | 31 Slowing Down and Opening Up: Preparing Faculty to Co-design a General Education Course Stacy Grooters | 41 Core Renewal as Creative Fidelity Gregory Kalscheur, S.J. | 50 Reflection and Core Renewal Jack Butler, S.J. | 62 Surprised by Conversation: A Reflection on Core Renewal at Boston College Brian D. Robinette | 69 PART II: TEACHING THE RENEWED CORE | 73 Complex Problem Courses | 75 Teaching about a Planet in Peril Prasannan Parthasarathi and Juliet B. Schor | 77 Experimenting with Science and Technology in American Society Jenna Tonn | 82 Global Implications of Climate Change: Importance of Mentorship in a Core Education Tara Pisani Gareau and Brian J. Gareau | 104 Enduring Question Courses: Bringing Together Divergent Disciplines | 115 How to Live in the Material World: Two Perspectives Elizabeth Kowaleski Wallace and Dunwei Wang | 117 Aesthetic and Spiritual Exercises, in and beyond the Classroom Daniel Callahan and Brian D. Robinette | 123 Enduring Question Courses: Differentiating Similar Disciplines | 133 Death in Ancient Greece and Modern Russia: Reflecting on Our Reflection Sessions Hanne Eisenfeld and Thomas Epstein | 135 Spending a Semester with “A Possession for All Time”: Justice and War in Thucydides Robert C. Bartlett | 144 Inquiring about Humans and Nature: Creativity, Planning, and Serendipity Holly VandeWall and Min Hyoung Song | 150 The Liberal Arts Core: Engaging with Current Events, 2016–2020 | 157 Crossings: Teaching “Roots and Routes: Reading/Writing Identity, Migration, and Culture” Lynne Anderson and Elizabeth Graver | 159 The Architecture of a Black Feminist Classroom: Pedagogical Praxis in “Where #BlackLivesMatter Meets #MeToo” Régine Michelle Jean-Charles | 167 Truth-Telling in History and Literature: Constructive Uncertainty Allison Adair and Sylvia Sellers-García | 178 Covid Core Lessons Elizabeth H. Shlala | 190 Acknowledgments | 199 Appendix A: The Vision Animating the Boston College Core Curriculum | 203 Appendix B: Boston College Core Curriculum Required Courses | 209 Appendix C: Complex Problem and Enduring Question Courses, 2015–2021 | 211 List of Contributors | 235 Index | 243
£23.39
Gallaudet University Press,U.S. Learning to See
Book SynopsisThis practical manual systematically presents the steps necessary to design a curriculum for teaching training interpreters. It is updated and revised to reflect the significant gains in recognition that deaf people and their native language - American Sign Language - have achieved in recent years.
£17.50
Information Age Publishing War, Nation, Memory: International Perspectives
Book SynopsisThe Second World War stands as the most devastating and destructive global conflict in human history. More than 60 nations representing 1.7 billion people or three quarters of the world's population were consumed by its horror. Not surprisingly, therefore, World War II stands as a landmark episode in history education throughout the world and its prominent place in school history textbooks is almost guaranteed. As this book demonstrates, however, the stories that nations choose to tell their young about World War II do not represent a universally accepted ""truth"" about events during the war. Rather, wartime narratives contained in school textbooks typically are selected to instil in the young a sense of national pride, common identify, and shared collective memory. To understand this process War, Nation, Memory describes and evaluates school history textbooks from many nations deeply affected by World War II including China, France, Germany, Japan, USA, and the United Kingdom. It critically examines the very different and complex perspectives offered in many nations and analyses the ways in which textbooks commonly serve as instruments of socialisation and, in some cases, propaganda. Above all, War, Nation, Memory demonstrates that far from containing ""neutral"" knowledge, history textbooks prove fascinating cultural artefacts consciously shaped and legitimated by powerful ideological, cultural, and sociopolitical forces dominant in the present.
£44.96
Information Age Publishing War, Nation, Memory: International Perspectives
Book SynopsisThe Second World War stands as the most devastating and destructive global conflict in human history. More than 60 nations representing 1.7 billion people or three quarters of the world's population were consumed by its horror. Not surprisingly, therefore, World War II stands as a landmark episode in history education throughout the world and its prominent place in school history textbooks is almost guaranteed. As this book demonstrates, however, the stories that nations choose to tell their young about World War II do not represent a universally accepted ""truth"" about events during the war. Rather, wartime narratives contained in school textbooks typically are selected to instil in the young a sense of national pride, common identify, and shared collective memory. To understand this process War, Nation, Memory describes and evaluates school history textbooks from many nations deeply affected by World War II including China, France, Germany, Japan, USA, and the United Kingdom.It critically examines the very different and complex perspectives offered in many nations and analyses the ways in which textbooks commonly serve as instruments of socialisation and, in some cases, propaganda. Above all, War, Nation, Memory demonstrates that far from containing ""neutral"" knowledge, history textbooks prove fascinating cultural artefacts consciously shaped and legitimated by powerful ideological, cultural, and sociopolitical forces dominant in the present.
£82.80
Modern Language Association of America Graduate Education for a Thriving Humanities
Book SynopsisNew possibilities for graduate study and careers in the humanities.While the humanities remain as necessary as ever, the shrinking academic job market has led scholars to rethink the nature and purpose of graduate school in these fields. Highlighting examples of innovative approaches, this volume aims to provide resources and inspiration for a sustainable, thriving, and even joyful future for the humanities.The essays in this collection offer a framework for doctoral education and postdoctoral careers rooted in concepts of abundance, collaboration, community engagement, and personal well-being. They emphasize the role of the humanities in helping people analyze texts, imagine others' perspectives, make ethical decisions, and sit with ambiguity. They propose graduate programs that respond to student and community needs and lead to a variety of career paths. Finally, they envision opportunities for meaningful, fulfilling work in the service of a larger purpose.
£42.40
Information Age Publishing Ethics and International Curriculum Work: The
Book SynopsisThe 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. 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. 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.
£47.45
Information Age Publishing Excursions and Recursions Through Power,
Book SynopsisThe Curriculum and Pedagogy book series is an enactment of the mission and values espoused by the Curriculum and Pedagogy Group, an international educational organization serving those who share a common faith in democracy and a commitment to public moral leadership in schools and society. Accordingly, the mission of this series is to advance scholarship that engages critical dispositions towards curriculum and instruction, educational empowerment, individual and collectivized agency, and social justice. The purpose of the series is to create and nurture democratic spaces in education, an aspect of educational thought that is frequently lacking in the extant literature, often jettisoned via efforts to de-politicize the study of education. Rather than ignore these conversations, this series offers the capacity for educational renewal and social change through scholarly research, arts-based projects, social action, academic enrichment, and community engagement. Authors will evidence their commitment to the principles of democracy, transparency, agency, multicultural inclusion, ethnic diversity, gender and sexuality equity, economic justice, and international cooperation. Furthermore, these authors will contribute to the development of deeper critical insights into the historical, political, aesthetic, cultural, and institutional subtexts and contexts of curriculum that impact educational practices. Believing that curriculum studies and the ethical conduct that is congruent with such studies must become part of the fabric of public life and classroom practices, this book series brings together prose, poetry, and visual artistry from teachers, professors, graduate students, early childhood leaders, school administrators, curriculum workers and planners, museum and agency directors, curators, artists, and various under-represented groups in projects that interrogate curriculum and pedagogical theories.
£39.99
Information Age Publishing Excursions and Recursions Through Power,
Book SynopsisThe Curriculum and Pedagogy book series is an enactment of the mission and values espoused by the Curriculum and Pedagogy Group, an international educational organization serving those who share a common faith in democracy and a commitment to public moral leadership in schools and society. Accordingly, the mission of this series is to advance scholarship that engages critical dispositions towards curriculum and instruction, educational empowerment, individual and collectivized agency, and social justice. The purpose of the series is to create and nurture democratic spaces in education, an aspect of educational thought that is frequently lacking in the extant literature, often jettisoned via efforts to de-politicize the study of education. Rather than ignore these conversations, this series offers the capacity for educational renewal and social change through scholarly research, arts-based projects, social action, academic enrichment, and community engagement. Authors will evidence their commitment to the principles of democracy, transparency, agency, multicultural inclusion, ethnic diversity, gender and sexuality equity, economic justice, and international cooperation. Furthermore, these authors will contribute to the development of deeper critical insights into the historical, political, aesthetic, cultural, and institutional subtexts and contexts of curriculum that impact educational practices. Believing that curriculum studies and the ethical conduct that is congruent with such studies must become part of the fabric of public life and classroom practices, this book series brings together prose, poetry, and visual artistry from teachers, professors, graduate students, early childhood leaders, school administrators, curriculum workers and planners, museum and agency directors, curators, artists, and various under-represented groups in projects that interrogate curriculum and pedagogical theories.
£73.99
Information Age Publishing Liminal Space and Call for Praxis(ing)
Book SynopsisLiminal Spaces and Call for Praxis(ing) follows the theme of the Curriculum & Pedagogy conference that highlighted issues of power, privilege, and supremacy across timelines and borders. This volume comprises of an interconnected mosaic of theoretical research and praxis. Facing the current and future challenges of corporatization of education, it becomes imperative to identify and deconstruct elements that provide more responsive and fertile ground for a research and praxis based mosaic of pedagogy. This volume includes works of those scholars who identified or worked with communities of color and/or who drew on the activist and intellectual traditions of peoples of color, third world feminism, indigenous liberation/sovereignty, civil rights, and anticolonial movements.
£44.96
Information Age Publishing Exemplary Elementary Social Studies: Case Studies
Book SynopsisIn many elementary classrooms, social studies has taken a back seat to English Language Arts and Mathematics in the wake of No Child Left Behind and Race to the Top This volume is not another hand-wringing lament. On the contrary, the elementary educators who have contributed to this volume have a positive set of stories to tell about how social studies can play a central role in the elementary classroom, how teachers can integrate social studies knowledge and skills throughout the school day, and how this learning can carry over into children’s homes and communities.The seven case studies in this book, one at each elementary grade level, highlight exemplary teachers in whose classrooms social studies is alive and well in this age of accountability. At the end of each case study, each teacher provides advice for elementary teachers of social studies. Our hope is that elementary teachers and prospective teachers, elementary principals, social studies supervisors, staff developers, and professors of elementary social studies methods who study the stories that we tell can be empowered to return social studies to its rightful place in the curriculum.
£44.96
Information Age Publishing Exemplary Elementary Social Studies: Case Studies
Book SynopsisIn many elementary classrooms, social studies has taken a back seat to English Language Arts and Mathematics in the wake of No Child Left Behind and Race to the Top This volume is not another hand-wringing lament. On the contrary, the elementary educators who have contributed to this volume have a positive set of stories to tell about how social studies can play a central role in the elementary classroom, how teachers can integrate social studies knowledge and skills throughout the school day, and how this learning can carry over into children’s homes and communities.The seven case studies in this book, one at each elementary grade level, highlight exemplary teachers in whose classrooms social studies is alive and well in this age of accountability. At the end of each case study, each teacher provides advice for elementary teachers of social studies. Our hope is that elementary teachers and prospective teachers, elementary principals, social studies supervisors, staff developers, and professors of elementary social studies methods who study the stories that we tell can be empowered to return social studies to its rightful place in the curriculum.
£82.80
Information Age Publishing Teaching from the Thinking Heart: The Practice of
Book SynopsisThis book includes papers written by teachers and how they engage holistic education in their classrooms. The papers come from a course taught by Jack Miller at the Ontario Institute for Studies in Education at the University of Toronto entitled The Holistic Curriculum. This is a rich and diverse collection of papers showing how holistic education can be brought into public education despite the pressures of testing and other accountability measures. Although most of the teachers teach in public schools there are also examples from teachers working in private and post secondary settings. This book can inspire other teachers who are looking for ways to teach the whole person in a more connected manner.There are very few texts in the field of holistic education that include the voices and practices of teachers, particularly those working in public schools. Many of the examples of holistic education in practice come from Waldorf, Montessori, Reggio Emilia and alternative schools. A unique feature of this book is the many different voices of teachers describing their work in the classroom; they talk about their successes, the challenges and even a few failures.
£44.96
Information Age Publishing Teaching from the Thinking Heart: The Practice of
Book SynopsisThis book includes papers written by teachers and how they engage holistic education in their classrooms. The papers come from a course taught by Jack Miller at the Ontario Institute for Studies in Education at the University of Toronto entitled The Holistic Curriculum. This is a rich and diverse collection of papers showing how holistic education can be brought into public education despite the pressures of testing and other accountability measures. Although most of the teachers teach in public schools there are also examples from teachers working in private and post secondary settings. This book can inspire other teachers who are looking for ways to teach the whole person in a more connected manner.There are very few texts in the field of holistic education that include the voices and practices of teachers, particularly those working in public schools. Many of the examples of holistic education in practice come from Waldorf, Montessori, Reggio Emilia and alternative schools. A unique feature of this book is the many different voices of teachers describing their work in the classroom; they talk about their successes, the challenges and even a few failures.
£82.80
Information Age Publishing Collective Unravelings of the Hegemonic Web
Book SynopsisCollective Unravelings of the Hegemonic Web represents the culmination of work that emerged from 2013 Curriculum & Pedagogy annual conference. The notion of the hegemonic web is the defining theme of the volume. In this collection, authors struggle to unravel and take apart pieces of the complex web that are so deeply embedded into normative ways of thinking, being and making meaning.They also grapple with understanding the role that hegemony plays and the influence that it has on identity, curriculum, teaching and learning. Finally, scholars included in this volume describe their efforts to engage and undergo counter-hegemonic movements by sharing their stories and struggles.
£47.45
Information Age Publishing Collective Unravelings of the Hegemonic Web
Book SynopsisCollective Unravelings of the Hegemonic Web represents the culmination of work that emerged from 2013 Curriculum & Pedagogy annual conference. The notion of the hegemonic web is the defining theme of the volume. In this collection, authors struggle to unravel and take apart pieces of the complex web that are so deeply embedded into normative ways of thinking, being and making meaning.They also grapple with understanding the role that hegemony plays and the influence that it has on identity, curriculum, teaching and learning. Finally, scholars included in this volume describe their efforts to engage and undergo counter-hegemonic movements by sharing their stories and struggles.
£87.40
Information Age Publishing Curriculum and Teaching Dialogue
Book SynopsisCurriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly fields of teaching and curriculum. The fields includes those working on the theory, design and evaluation of educational programs at large.University faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfilment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.
£47.45
Information Age Publishing Curriculum and Teaching Dialogue
Book SynopsisCurriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly fields of teaching and curriculum. The fields includes those working on the theory, design and evaluation of educational programs at large.University faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfilment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.
£76.00
Information Age Publishing Getting at the Core of the Common Core with
Book SynopsisFor social studies teachers reeling from the buffeting of top-down educational reforms, this volume offers answers to questions about dealing with the Common Core State Standards (CCSS). Each chapter presents and reviews pertinent standards that relate to the social studies. Each chapter also deals with significant topics in the social studies from various social sciences to processes such as inquiry to key skills needed for success in social studies such as analysis and literacy.The most important aspect of these chapters though is the array of adaptable activities that is included in each chapter. Teachers can find practical approaches to dealing with CCSS across the social studies panorama. The multiple authorships of the various chapters mean a variety of perspectives and viewpoints are presented. All of the authors have fought in the trenches of K-12 public education.Their activities reflect this in a way that will be useful to novice or veteran teachers.
£47.45
Information Age Publishing Curriculum Windows: What Curriculum Theorists of
Book SynopsisCurriculum Windows: What Curriculum Theorists of the 1970s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1970s in contemporary terms.The authors explore how key books/authors from the curriculum field of the 1970s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1970s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today?The chapter authors and editor revisit and interpret several of the most important works of the 1970s by Norman Overly, Michael Apple, Eliot Eisner, John Goodlad, Louise Berman, William Reid, Bill Pinar, Daniel Tanner, Laurel Tanner, Maxine Greene, James MacDonald, and Joseph Schwab. The book's Foreword is by renowned curriculum theorist William H. Schubert.
£47.45
Information Age Publishing Curriculum Windows: What Curriculum Theorists of
Book SynopsisCurriculum Windows: What Curriculum Theorists of the 1970s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1970s in contemporary terms.The authors explore how key books/authors from the curriculum field of the 1970s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1970s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today?The chapter authors and editor revisit and interpret several of the most important works of the 1970s by Norman Overly, Michael Apple, Eliot Eisner, John Goodlad, Louise Berman, William Reid, Bill Pinar, Daniel Tanner, Laurel Tanner, Maxine Greene, James MacDonald, and Joseph Schwab. The book's Foreword is by renowned curriculum theorist William H. Schubert.
£87.40
Information Age Publishing Critical Intersections In Contemporary Curriculum
Book SynopsisThis volume offers a collection of scholarship that extends curricular conversations, crosses borders of praxis, and expands democratic, critical and aesthetic imaginariestoward the ends of lending momentum to the ever-present and wide-open question: What is to be done— in terms of curriculum and pedagogy— in P-12 schools, in teacher education and other higher education contexts, in communities, as well as within our own lives as teachers, leaders and learners? These chapters represent perspectives from curriculum workers/teachers/scholars/activists across theoretical landscapes and spanning a diversity of positionalities within critical intersections of power and privilege as they relate to identity, culture and curriculum as well as to social justice, schools and society.Table of Contents Section I: Nurturing Critical Conversations Of Curriculum And Pedagogy. Disrupting Teacher Education: The Rise Of Independent Teacher Credentialing Programs, Kris Sloan. Daylight Nightmare: A Contending Pressure To Defend And Negotiate Canadian- Muslim Identity On The School Landscape, Momina Khan. Centering The Voices Of Teacher Candidates Of Color To Inform Racially-Just Educational Spaces, Robbie Burnett and Beth Beschorner. Decolonization: A Metaphorical Conundrum, Manisha Sharma. Teaching Black Social Movements Through #Blacklivesmatter: Twitter As A Lab, Knowledge Bank, And Field, Kevin Winstead, and Wendy Marie Laybourn. Challenges And Possibilities Of Intersectionality In The Education Of English Language Learners, Rachel Grant and Gertrude Tinker Sachs. Dying White People In Dead White Schools, Samuel Jaye Tanner. Section II: Fostering Pedagogical Border Crossings And Critical Curriculum Imaginaries. Educational Change And The Participation Of Families In Schools From A Critical Intercultural Approach: The Case Of Spain, Inmaculada Antolínez-Domínguez, Esther Márquez -Lepe, and María García-Cano Torrico. Las Traviesas: Critical Feminist Educators In Their Struggle For Critical Teaching, Brian Gibbs. English Teachers’ Narratives In The Midst Of Sacred Curriculum Stories, Candace Schlein, Sara Crump, and Christa Wenger. Preservice Teachers’ Exploration Of Imaginary Futures: Using A Novel To Cross Borders Of Space, Time, And Matter In A Multicultural Education Course, Tammy Mills and Rebecca Buchanan. It Takes A Nation Of Millions: How To Freestyle A Hip Hop Curriculum, Frederick W. Gooding Jr. and T. Mark Montoya. Social Justice In Service-Learning And Community Engagement: A Conversation About Meanings, Practices, And Possibilities, Leslie Garvin, Patricia Bricker, Margaret M. Commins, Spoma Jovanovic, Kelly Misiak, Lane Perry, Sarah E. Stanlick, Elizabeth Wall-Bassett, Catherine Wright, and Patti H. Clayton. A Currere Of Maintaining Mental Health As An Administrator Through A Reflective-Practice, Arts-Based Inquiry, Joe Norris. Section III: Embodying Possibilities In Living Curriculum. Embracing Complexities, Contradictions And Plurality: Three Voices From A Hispanic-Serving Institution At The Frontera, Karin A. Lewis, Miryam Espinosa-Dulanto, and Vejoya Viren. Criando Y Creando: Latina Mothers In Academia, Freyca Calderon- Berumen and Karla O’Donald. Faraway Eyes: A Lived Curriculum Of Daughter Care, Laura M. Jewett and Zulema Williams. Identity, Fluidity, Empowerment, And Engendered Poverty: Performing A Veteran-Latina-Online-Graduate Student, Maricela Burns. Sober Awakening: Transcending The Paralysis Of Perfection Through A Practice Of Acceptance, Sarah K. Mackenzie-Dawson. Unquiet Complexion, Eva Rose B. Washburn-Repollo. Not A War Zone, Sarrah Grubb.
£47.45
Information Age Publishing Critical Intersections In Contemporary Curriculum
Book SynopsisThis volume offers a collection of scholarship that extends curricular conversations, crosses borders of praxis, and expands democratic, critical and aesthetic imaginariestoward the ends of lending momentum to the ever-present and wide-open question: What is to be done— in terms of curriculum and pedagogy— in P-12 schools, in teacher education and other higher education contexts, in communities, as well as within our own lives as teachers, leaders and learners? These chapters represent perspectives from curriculum workers/teachers/scholars/activists across theoretical landscapes and spanning a diversity of positionalities within critical intersections of power and privilege as they relate to identity, culture and curriculum as well as to social justice, schools and society.Table of Contents Section I: Nurturing Critical Conversations Of Curriculum And Pedagogy. Disrupting Teacher Education: The Rise Of Independent Teacher Credentialing Programs, Kris Sloan. Daylight Nightmare: A Contending Pressure To Defend And Negotiate Canadian- Muslim Identity On The School Landscape, Momina Khan. Centering The Voices Of Teacher Candidates Of Color To Inform Racially-Just Educational Spaces, Robbie Burnett and Beth Beschorner. Decolonization: A Metaphorical Conundrum, Manisha Sharma. Teaching Black Social Movements Through #Blacklivesmatter: Twitter As A Lab, Knowledge Bank, And Field, Kevin Winstead, and Wendy Marie Laybourn. Challenges And Possibilities Of Intersectionality In The Education Of English Language Learners, Rachel Grant and Gertrude Tinker Sachs. Dying White People In Dead White Schools, Samuel Jaye Tanner. Section II: Fostering Pedagogical Border Crossings And Critical Curriculum Imaginaries. Educational Change And The Participation Of Families In Schools From A Critical Intercultural Approach: The Case Of Spain, Inmaculada Antolínez-Domínguez, Esther Márquez -Lepe, and María García-Cano Torrico. Las Traviesas: Critical Feminist Educators In Their Struggle For Critical Teaching, Brian Gibbs. English Teachers’ Narratives In The Midst Of Sacred Curriculum Stories, Candace Schlein, Sara Crump, and Christa Wenger. Preservice Teachers’ Exploration Of Imaginary Futures: Using A Novel To Cross Borders Of Space, Time, And Matter In A Multicultural Education Course, Tammy Mills and Rebecca Buchanan. It Takes A Nation Of Millions: How To Freestyle A Hip Hop Curriculum, Frederick W. Gooding Jr. and T. Mark Montoya. Social Justice In Service-Learning And Community Engagement: A Conversation About Meanings, Practices, And Possibilities, Leslie Garvin, Patricia Bricker, Margaret M. Commins, Spoma Jovanovic, Kelly Misiak, Lane Perry, Sarah E. Stanlick, Elizabeth Wall-Bassett, Catherine Wright, and Patti H. Clayton. A Currere Of Maintaining Mental Health As An Administrator Through A Reflective-Practice, Arts-Based Inquiry, Joe Norris. Section III: Embodying Possibilities In Living Curriculum. Embracing Complexities, Contradictions And Plurality: Three Voices From A Hispanic-Serving Institution At The Frontera, Karin A. Lewis, Miryam Espinosa-Dulanto, and Vejoya Viren. Criando Y Creando: Latina Mothers In Academia, Freyca Calderon- Berumen and Karla O’Donald. Faraway Eyes: A Lived Curriculum Of Daughter Care, Laura M. Jewett and Zulema Williams. Identity, Fluidity, Empowerment, And Engendered Poverty: Performing A Veteran-Latina-Online-Graduate Student, Maricela Burns. Sober Awakening: Transcending The Paralysis Of Perfection Through A Practice Of Acceptance, Sarah K. Mackenzie-Dawson. Unquiet Complexion, Eva Rose B. Washburn-Repollo. Not A War Zone, Sarrah Grubb.
£87.40
Information Age Publishing Curriculum, Instruction, and Assessment:
Book SynopsisThe lives of middle school students are dynamic, and their needs and desires are always evolving. They experience more complicated lives as influences of the broader society including popular media and technology, immigration and cultural diversity, amplified political divisiveness, and bullying effect their daily lives both in and out of school. These influences have contributed to the need for more socialemotional support and the desire of students and teachers alike to find and express their voices. Since the publication of the 2002 Handbook volume focusing on curriculum, instruction, and assessment, the ideas, approaches, and practices of middle school educators and researchers have also needed to evolve and change in many ways to meet these changing realities and the needs of students, teachers, and schools. This volume includes chapters focusing on varying aspects of curriculum, instruction, and assessment currently being implemented in middle grades classrooms across the country.
£49.95
Information Age Publishing Curriculum, Instruction, and Assessment:
Book SynopsisThe lives of middle school students are dynamic, and their needs and desires are always evolving. They experience more complicated lives as influences of the broader society including popular media and technology, immigration and cultural diversity, amplified political divisiveness, and bullying effect their daily lives both in and out of school. These influences have contributed to the need for more socialemotional support and the desire of students and teachers alike to find and express their voices. Since the publication of the 2002 Handbook volume focusing on curriculum, instruction, and assessment, the ideas, approaches, and practices of middle school educators and researchers have also needed to evolve and change in many ways to meet these changing realities and the needs of students, teachers, and schools. This volume includes chapters focusing on varying aspects of curriculum, instruction, and assessment currently being implemented in middle grades classrooms across the country.
£87.40
Information Age Publishing Evidence-Based Inquiries in Ethno-STEM Research:
Book SynopsisThe purpose of the edited volume is to provide an international lens to examine evidence-based investigations in Ethno-STEM research: Ethno-science, Ethno-technology, Ethno-engineering, and Ethno-mathematics. These themes grew out of multi-national, multi-institutional and multi-disciplinary efforts to preserve as well as epitomize the role that Indigenous Knowledge Systems (IKS) play in cognitive development and its vital contributions to successful and meaningful learning in conventional and non-conventional contexts. Principled by the Embodied, Situated, and Distributed Cognition (ESDC), this innovative book will provide evidence supporting the embeddedness of a thinking-in-acting model as a fundamental framework that explains and supports students' acquisition of scientific knowledge.So often 'western' science curricula are experienced as irrelevant, since it does not take cognizance of the daily experiences and world in which the learner finds himself. This book takes a socio-cultural look at IKS and applies research in neuroscience to make a case its incorporation in the STEM (Science, Technology, Engineering and Mathematics) classroom. We use the Embodied Situated Distributed Cognition (ESDC) Model as conceptual framework in this book.Although the value of IKS is often acknowledged in curriculum policy documents, teachers are most often not trained in incorporating IK in the classroom. Teachers' lack of the necessary pedagogical content knowledge (PCK) in effectively incorporating IK in their classrooms is a tremendous problem internationally. Another problem is that IK is often perceived as "pseudo-science", and scholars advocating for the incorporation of IK in the school curriculum often do not contextualize their arguments within a convincing theoretical and conceptual framework.
£49.95
Information Age Publishing Evidence-Based Inquiries in Ethno-STEM Research:
Book SynopsisThe purpose of the edited volume is to provide an international lens to examine evidence-based investigations in Ethno-STEM research: Ethno-science, Ethno-technology, Ethno-engineering, and Ethno-mathematics. These themes grew out of multi-national, multi-institutional and multi-disciplinary efforts to preserve as well as epitomize the role that Indigenous Knowledge Systems (IKS) play in cognitive development and its vital contributions to successful and meaningful learning in conventional and non-conventional contexts. Principled by the Embodied, Situated, and Distributed Cognition (ESDC), this innovative book will provide evidence supporting the embeddedness of a thinking-in-acting model as a fundamental framework that explains and supports students' acquisition of scientific knowledge.So often 'western' science curricula are experienced as irrelevant, since it does not take cognizance of the daily experiences and world in which the learner finds himself. This book takes a socio-cultural look at IKS and applies research in neuroscience to make a case its incorporation in the STEM (Science, Technology, Engineering and Mathematics) classroom. We use the Embodied Situated Distributed Cognition (ESDC) Model as conceptual framework in this book.Although the value of IKS is often acknowledged in curriculum policy documents, teachers are most often not trained in incorporating IK in the classroom. Teachers' lack of the necessary pedagogical content knowledge (PCK) in effectively incorporating IK in their classrooms is a tremendous problem internationally. Another problem is that IK is often perceived as "pseudo-science", and scholars advocating for the incorporation of IK in the school curriculum often do not contextualize their arguments within a convincing theoretical and conceptual framework.
£87.40
Information Age Publishing Curriculum and Teaching Dialogue Volume 22,
Book Synopsis
£47.29
Information Age Publishing Curriculum and Teaching Dialogue Volume 22,
Book Synopsis
£80.54
Information Age Publishing Making A Spectacle: Examining Curriculum/Pedagogy
Book SynopsisThis book edition offers a collection of scholarship and reflections that goes beyond theoretical conversations. This volume helps reignite a dialogue not only by scholars but also by educators, activists, and students who believe in inclusive and equal access to education for all individuals regardless of race, ethnicity, immigration status, gender, sexuality, religion, and other identities. In this volume, the authors examine curriculum and pedagogy as a tool for recovery from political trauma and healing. They used thisas an opportunity to confront some of the politically shameful situations affecting educational environments, homes, neighborhoods, enclaves, and regions marked by socioeconomic inequality.The authors of Making a Spectacle present wide-open questions: How are educators and school leaders learning to interact with one another, students, their families, and community while facing increased mass school shootings, police violence, racial profiling, unequal access to education and basic needs during a pandemic (COVID-19), and other forms of sociopolitical stress influenced by discrimination, institutional racism, and White nationalism? What curricular and pedagogical geographies are educators and students afforded through which to process their emotional responses to ecological or political activities witnessed in schools and their surrounding areas? These chapters and reflections/perspectives represent a diversity of positionalities within critical intersections of power and privilege as they relate to identity, culture, and curriculum and social justice, schools, and society.
£47.45
Information Age Publishing Making A Spectacle: Examining Curriculum/Pedagogy
Book SynopsisThis book edition offers a collection of scholarship and reflections that goes beyond theoretical conversations. This volume helps reignite a dialogue not only by scholars but also by educators, activists, and students who believe in inclusive and equal access to education for all individuals regardless of race, ethnicity, immigration status, gender, sexuality, religion, and other identities. In this volume, the authors examine curriculum and pedagogy as a tool for recovery from political trauma and healing. They used thisas an opportunity to confront some of the politically shameful situations affecting educational environments, homes, neighborhoods, enclaves, and regions marked by socioeconomic inequality.The authors of Making a Spectacle present wide-open questions: How are educators and school leaders learning to interact with one another, students, their families, and community while facing increased mass school shootings, police violence, racial profiling, unequal access to education and basic needs during a pandemic (COVID-19), and other forms of sociopolitical stress influenced by discrimination, institutional racism, and White nationalism? What curricular and pedagogical geographies are educators and students afforded through which to process their emotional responses to ecological or political activities witnessed in schools and their surrounding areas? These chapters and reflections/perspectives represent a diversity of positionalities within critical intersections of power and privilege as they relate to identity, culture, and curriculum and social justice, schools, and society.
£87.40
Information Age Publishing Curriculum Windows: What Curriculum Theorists of
Book SynopsisCurriculum Windows: What Curriculum Theorists of the 2000s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 2000s in contemporary terms.The authors explore how key books/authors from the curriculum field of the 2000s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 2000s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today?The chapter authors and editors revisit and interpret several of the most important works in the curriculum field of the 2000s. The book's Foreword is by renowned curriculum theorist William H. Schubert.
£44.96
Information Age Publishing Curriculum Windows: What Curriculum Theorists of
Book SynopsisCurriculum Windows: What Curriculum Theorists of the 2000s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 2000s in contemporary terms.The authors explore how key books/authors from the curriculum field of the 2000s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 2000s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today?The chapter authors and editors revisit and interpret several of the most important works in the curriculum field of the 2000s. The book's Foreword is by renowned curriculum theorist William H. Schubert.
£82.80
Information Age Publishing Truth and Knowledge in Curriculum Making
Book SynopsisTruth and Knowledge in Curriculum Making, addresses issues in curriculum and instruction, such as the lack of Black teachers, minority representation, and mentorship.The book arose from a serial interpretation of five published narrative inquiries that pinpointed complexities lived in a teacher knowledge community at T.P. Yaeger Middle School, a campus located in the fourth largest urban center in America. The inquiry initially resulted in a documentary-style presentation at an educational conference using performance narrative inquiry as an arts-based method to recount the research. In Truth and Knowledge in Curriculum Making, the process of researchers turned actors is unraveled by looking at the lived experiences and identifying the embodied knowledge of teachers in different content areas including Physical Education, Music, Teaching English as a Second Language, Mathematics, and Reading. The authors use parallel stories, counter stories, story constellations, musical narrative inquiry, performance narrative inquiry and other narrative means of sense-making as they examine how they may relate to those stories. Ethical research dilemmas, including the how and why behind each author’s choice to burrow into difficult topics such as race, gender and conflict resolution are revealed. By unpacking the hidden curriculum, examining value creation and by revealing isolated relational experiences of participants and researchers, Truth and Knowledge in Curriculum Making instantiates and outlines how truth and knowledge may be formed in educational settings through intertwining narrative inquiry, teacher knowledge and aesthetic ways of knowing.
£44.96
Information Age Publishing Truth and Knowledge in Curriculum Making
Book SynopsisTruth and Knowledge in Curriculum Making, addresses issues in curriculum and instruction, such as the lack of Black teachers, minority representation, and mentorship.The book arose from a serial interpretation of five published narrative inquiries that pinpointed complexities lived in a teacher knowledge community at T.P. Yaeger Middle School, a campus located in the fourth largest urban center in America. The inquiry initially resulted in a documentary-style presentation at an educational conference using performance narrative inquiry as an arts-based method to recount the research. In Truth and Knowledge in Curriculum Making, the process of researchers turned actors is unraveled by looking at the lived experiences and identifying the embodied knowledge of teachers in different content areas including Physical Education, Music, Teaching English as a Second Language, Mathematics, and Reading. The authors use parallel stories, counter stories, story constellations, musical narrative inquiry, performance narrative inquiry and other narrative means of sense-making as they examine how they may relate to those stories. Ethical research dilemmas, including the how and why behind each author’s choice to burrow into difficult topics such as race, gender and conflict resolution are revealed. By unpacking the hidden curriculum, examining value creation and by revealing isolated relational experiences of participants and researchers, Truth and Knowledge in Curriculum Making instantiates and outlines how truth and knowledge may be formed in educational settings through intertwining narrative inquiry, teacher knowledge and aesthetic ways of knowing.
£82.80
Information Age Publishing School is Life, Not a Preparation for Life —
Book SynopsisTeacher-pupil planning means teachers and students working in a partnership to articulate a problem/concern, develop objectives, locate materials/resources, and evaluate progress. The intent of this volume of Middle Level Education and the Self-Enhancing School titled, “School is Life, Not a Preparation for Life”-John Dewey: Democratic Practices in Middle Grades Education, is to take the thoughts about the middle grades school curriculum presented in volume one (Middle Grades Curriculum: Voices and Visions of the Self-Enhancing School) and demonstrate the efforts taking place in teacher education programs and middle grades classrooms today. Volume two is organized into two parts, efforts within teacher education programs and efforts of practitioners in the middle grades classrooms.We asked authors in both contexts to address the following questions: 1. Antecedents: What knowledge, skills and dispositions must be in place in all stakeholders to have teacherpupil planning serve a central role in the middle grades teacher education program or middle grades classroom? 2. Implementation: What does the teacher-pupil planning process look like within your teacher education program or middle grades classroom? 3. Outcomes: What benefits (knowledge, skills, and dispositions) are derived from the implementation of teacher-pupil planning in your teacher education program or your middle grades classroom?
£44.96
Information Age Publishing School is Life, Not a Preparation for Life —
Book SynopsisTeacher-pupil planning means teachers and students working in a partnership to articulate a problem/concern, develop objectives, locate materials/resources, and evaluate progress. The intent of this volume of Middle Level Education and the Self-Enhancing School titled, “School is Life, Not a Preparation for Life”-John Dewey: Democratic Practices in Middle Grades Education, is to take the thoughts about the middle grades school curriculum presented in volume one (Middle Grades Curriculum: Voices and Visions of the Self-Enhancing School) and demonstrate the efforts taking place in teacher education programs and middle grades classrooms today. Volume two is organized into two parts, efforts within teacher education programs and efforts of practitioners in the middle grades classrooms.We asked authors in both contexts to address the following questions: 1. Antecedents: What knowledge, skills and dispositions must be in place in all stakeholders to have teacherpupil planning serve a central role in the middle grades teacher education program or middle grades classroom? 2. Implementation: What does the teacher-pupil planning process look like within your teacher education program or middle grades classroom? 3. Outcomes: What benefits (knowledge, skills, and dispositions) are derived from the implementation of teacher-pupil planning in your teacher education program or your middle grades classroom?
£82.80
Information Age Publishing On Indian Ground: The Southwest
Book SynopsisOn Indian Ground: The Southwest is one of ten regionally focused texts that explores American Indian/ Alaska Native/Native Hawaiian education in depth. The text is designed to be used by educators of native youth and emphasizes best practices found throughout the state. Previous texts on American Indian education make wide-ranging general assumptions that all American Indians are alike. This series promotes specific interventions and relies on native ways of knowing to highlight place-based educational practices.On Indian Ground: The Southwest looks at the history of Indian education within the southwestern states. The authors also analyze education policy and tribal education departments to highlight early childhood education, gifted and talented educational practice, parental involvement, language revitalization, counseling, and research. These chapters expose cross-cutting themes of sustainability, historical bias, economic development, health and wellness, and cultural competence.The intended audience for this publication is primarily those educators who have American Indian/Alaska Native/Native Hawaiian students in their educational institutions. The articles range from early childhood and head start practices to higher education, including urban, rural and reservation schooling practices. A secondary audience: American Indian education researcher.
£47.45
Information Age Publishing On Indian Ground: The Southwest
Book SynopsisOn Indian Ground: The Southwest is one of ten regionally focused texts that explores American Indian/ Alaska Native/Native Hawaiian education in depth. The text is designed to be used by educators of native youth and emphasizes best practices found throughout the state. Previous texts on American Indian education make wide-ranging general assumptions that all American Indians are alike. This series promotes specific interventions and relies on native ways of knowing to highlight place-based educational practices.On Indian Ground: The Southwest looks at the history of Indian education within the southwestern states. The authors also analyze education policy and tribal education departments to highlight early childhood education, gifted and talented educational practice, parental involvement, language revitalization, counseling, and research. These chapters expose cross-cutting themes of sustainability, historical bias, economic development, health and wellness, and cultural competence.The intended audience for this publication is primarily those educators who have American Indian/Alaska Native/Native Hawaiian students in their educational institutions. The articles range from early childhood and head start practices to higher education, including urban, rural and reservation schooling practices. A secondary audience: American Indian education researcher.
£87.40
Information Age Publishing Curriculum and Teaching Dialogue Volume 23,
Book Synopsis
£47.29
Information Age Publishing Curriculum and Teaching Dialogue Volume 23,
Book Synopsis
£80.54
Information Age Publishing Design Thinking: Research, Innovation and
Book SynopsisDesign thinking is a human-centered problem-solving process that organizations can use to address wicked and complex problems of practice. Within the PK-12 space, design thinking has been employed to engage educators in an innovative approach to address challenges like curriculum redesign, instructional engagement, and designing physical spaces. The use of design thinking in the PK-12 space is a result of the evolution of an organizational improvement process that puts people at the center of problem-solving initiatives. Design thinking is seen as both a process and a mindset that enables people to look at problems in new ways and address these problems through creative approaches.In this book we share case studies of PK-12 schools and other educational organizations that have used design thinking, as well as research studies that have studied aspects of design thinking in the PK-12 space. We have brought together a variety of research-based and illustrative case studies around design thinking in PK-12 education that explore the development and implementation of design thinking in practice.
£47.45
Information Age Publishing Design Thinking: Research, Innovation and
Book SynopsisDesign thinking is a human-centered problem-solving process that organizations can use to address wicked and complex problems of practice. Within the PK-12 space, design thinking has been employed to engage educators in an innovative approach to address challenges like curriculum redesign, instructional engagement, and designing physical spaces. The use of design thinking in the PK-12 space is a result of the evolution of an organizational improvement process that puts people at the center of problem-solving initiatives. Design thinking is seen as both a process and a mindset that enables people to look at problems in new ways and address these problems through creative approaches.In this book we share case studies of PK-12 schools and other educational organizations that have used design thinking, as well as research studies that have studied aspects of design thinking in the PK-12 space. We have brought together a variety of research-based and illustrative case studies around design thinking in PK-12 education that explore the development and implementation of design thinking in practice.
£87.40
Information Age Publishing The Kaleidoscope of Lived Curricula: Learning
Book SynopsisWithin the context of recent, and ongoing, plural pandemics such as COVID-19 up/ending lives, social and racial chaos and catastrophe, political pressures, and economic convulsions, The Kaleidoscope of Lived Curricula: Learning Through a Confluence of Crises offers a journey through a collection of scholarly reflective creative pieces--stories of lived curricula. Like a kaleidoscope filled with loose pieces of simple colored glass and objects transforming into an infinite variety of beautiful forms and patterns with the slightest turn, the collection of pieces in this book reflect images of the sky that nurtures life; sun that illuminates understanding; earth that shifts and grounds us; fire that is primal, intending to spark and extend curricular and pedagogical conversations and understandings.This book provides a lens through which to observe and experience how plural pandemics shifted the lived curricula--the colored glass and objects in the lives of others--to surface, contextualize, confront, and curate challenges, as well as celebrate the courageous and elevate and empower marginalized groups to relate, learn, and heal through stories of lived curricula.This beautiful collection brings readers to an awareness, understanding, and appreciation of the lived curricula unlike they have ever experienced before.
£60.35
