Curriculum planning and development Books
Taylor & Francis Expanding Curriculum Theory
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Taylor & Francis Internationalizing the Curriculum
Book SynopsisThe drive to internationalize higher education has seen the focus shift in recent years towards its defining element, the curriculum. As the point of connection between broader institutional strategies and the student experience, the curriculum plays a key role in the success or failure of the internationalization agenda. Yet despite much debate, the role and power of curriculum internationalization is often unappreciated. This has meant that critical questions, including what it means and how it can be achieved in different disciplines, have not been consistently or strategically addressed.This volume breaks new ground in connecting theory and practice in internationalizing the curriculum in different disciplinary and institutional contexts. An extensive literature review, case studies and action research projects provide valuable insights into the concept of internationalization of the curriculum. Best practice in curriculum design, teaching and learning in higher educationTable of ContentsSECTION I: CONCEPTS AND PROCESSESChapter 1: Introduction Chapter 2: Why Internationalise the Curriculum? Chapter 3: A Conceptual Framework for Internationalisation of the Curriculum Chapter 4: The Process of Internationalising the Curriculum Chapter 5 The Foundations SECTION II: PRACTICAL MATTERSChapter 6: The Building Blocks Chapter 7: Using Student Diversity Chapter 8: Blockers, Enablers and Encouraging Powerful Ideas SECTION III: RESOURCES AND CASE STUDIES Chapter 9: Resources Chapter 10 Case Studies Appendix 1ReferencesIndex
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Taylor & Francis Social Efficiency and Instrumentalism in Education
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Taylor & Francis Curriculum and Culture RLE Education
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Taylor & Francis Ltd Political Communication in China Convergence or Divergence Between the Media and Political System
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Taylor & Francis Ltd Curriculum and Assessment in English 11 to 19
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Taylor & Francis Ltd Curriculum and Assessment in English 3 to 11
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£104.50
Taylor & Francis Ltd Curriculum and Assessment in English 3 to 11
Book SynopsisCurriculum and Assessment in English 3 to 11: A Better Plan provides an overview of the subject in considerable breadth and depth, and offers a clear, balanced and forceful critique of the current language and literacy curriculum and its assessment arrangements for 3- to 11-year-olds in England, and of developments in the area during the past thirty years. The book restates fundamental truths about how pupils speak, read and write English with confidence and control. It describes how English can be taught most effectively, calls for an urgent review of some aspects of the current National Curriculum and its associated tests, and crucially proposes viable alternatives. This invaluable resource for those working in English, language and literacy education has a wide perspective and takes a principled and informed pedagogical approach. Based on a series of much-admired booklets released by the UKLA in 2015, this accessible guide to both theory andTrade Review"Founded on principles which recognise the importance of diversity, identity and community, this book presents a strong critique of current government policy about teaching English, offering a well-founded alternative curriculum. Any teacher who wants to improve provision for teaching reading, speaking and listening and writing in the primary school will relish the range and depth of this Better Plan." - Eve Bearne, UKLA "Beautifully written and argued throughout, rooted in evidence of what works in classrooms and fully informed by accumulated knowledge of language and literacy development. The perfect antidote to curriculum-meddling politicians world-wide. Simply outstanding". - Professor Ronald Carter, School of English, University of Nottingham and Cambridge Language Sciences, University of Cambridge."Crucial reading for every English teacher and a vital resource for subject leaders and teacher trainers, these two books by John Richmond (one of the most influential proponents of ‘the new English’ in its early decades), with contributions by other leading names in the subject, powerfully and pragmatically re-state essential principles for English in schools, and explode the myths fostered by current and recent government policy...The material in these two immensely valuable books was originally published in 2015 as a series of UKLA booklets designed to guide teachers and departments in negotiating aspects of the English curriculum in the wake of the problematic new National Curriculum which began in 2014. It has now helpfully been gathered together into one volume for primary English and one for secondary English, both absolutely essential for every department to have and to use...It’s important to note that, whilst the books provide critique of current policy, their main thrust is the setting out of a positive, inspiring programme that can guide schools in implementing the curriculum and designing its own programme. Each chapter could provide a fantastic starting point for professional development within departments and discussion in department meetings, as well as key readings for PGCE courses. As well as clarity and succinctness of argument, the books also helpfully provide many clear and concise summaries of – and quotations from – key theorists’ work on all of the different aspects of the curriculum, and the ways in which they are relevant to classroom practice." - Gary Snapper, Editor, Teaching English'Founded on principles which recognise the importance of diversity, identity and community, this book presents a strong critique of current government policy about teaching English, offering a well-founded alternative curriculum. Any teacher who wants to improve provision for teaching reading, speaking and listening and writing in the primary school will relish the range and depth of this Better Plan.' - Eve Bearne, UKLA "Beautifully written and argued throughout, rooted in evidence of what works in classrooms and fully informed by accumulated knowledge of language and literacy development. The perfect antidote to curriculum-meddling politicians world-wide. Simply outstanding". - Professor Ronald Carter, School of English, University of Nottingham and Cambridge Language Sciences, University of Cambridge.Table of ContentsPreface Introduction 1. Talk 2. Reading 3 to 7 3. Reading 7 to 11 4. Writing 3 to 7 5. Writing 7 to 11 6. Grammar and knowledge about language 7. Drama 8. Media 9. Learners of English as an additional language 10. Speakers of non-standard varieties of English 11. An alternative curriculum for English 3 to 11 12. Assessment 3 to 11 References
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Taylor & Francis School Knowledge for the Masses
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Taylor & Francis International Handbook of Curriculum Research
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£247.00
Taylor & Francis Ltd International Handbook of Curriculum Research
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£109.25
Taylor & Francis Ltd Curriculum Development in the Postmodern Era Teaching and Learning in an Age of Accountability
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£56.99
Taylor & Francis Ltd Pragmatism Postmodernism and Complexity Theory
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Taylor & Francis Ltd Pragmatism Postmodernism and Complexity Theory
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Taylor & Francis Democratic Education as a Curricular Problem
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Taylor & Francis Strategic Curriculum Change in Universities
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Taylor & Francis Strategic Curriculum Change in Universities
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Taylor & Francis Ltd Implementing Sustainability in Higher Education
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Taylor & Francis New Approaches to Problembased Learning
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Taylor & Francis New Approaches to Problembased Learning
Book SynopsisProblem-based learning (PBL) is a pedagogical approach that has the capacity to create vibrant and active learning environments in higher education. However, both experienced PBL practitioners and those new to PBL often find themselves looking for guidance on how to engage and energise a PBL curriculum. New Approaches to Problem-based Learning: Revitalising your Practice in Higher Education provides that guidance from a range of different, complementary perspectives.Leading practitioners in the field as well as new voices in PBL teaching and learning have collaborated to produce this text. Each chapter provides practical and experienced accounts of issues and ideas for PBL, as well as a strong theoretical and evidence base. Whether you are an experienced PBL practitioner, or new to the processes and principles of PBL, this book will help you to find ways of revitalising and enriching your practice and of enhancing the learning experience in a range of higher educatioTrade Review"These authors have lived, breathed and researched PBL over a long time, so their wisdom in compiling and shaping contributions for this book is likely to benefit many interested readers."--British Journal of Educational TechnologyTable of ContentsPrefaceAcknowledgementsPart I. Stakeholders Designing Problem-based Learning Initiatives1. Introduction to Problem-based Learning (PBL), Terry Barrett and Sarah Moore2. Designing Problems and Triggers in Different Media: Challenging All Students, Terry Barrett, Diane Cashman, and Sarah Moore3. Designing Authentic PBL Problems in Multidisciplinary Groups, Marie Stanton and Majella McCaffrey4. Students as Essential Partners, Karen O’Rourke, Louise Goldring, and Marcia Ody5. Making Strong Learning Connections: Students Involvement in Improving the Interconnections of Concepts in a PBL Module, Geraldine O’Neill and Woei Hung6. Bringing Problems to Life Using Video, Compare/Contrast and Role Play: Applying Experience from Medical Education to Your PBL Context, Tatum Langford Korin and LuAnn Wilkerson7. Employers’ Perspectives on Problem-based Learning Initiatives, Siobhán Drohan, Yves Mauffette, and Jean-Louis Allard8. Evaluating Problem-based Learning Initiatives, Ivan Moore and Sari PoikelaPart II. Students Using Problem-based Learning to Enhance Capabilities9. Students Maximising the Potential of the Problem-based Learning Tutorial: Generating Dialogic Knowing, Terry Barrett and Sarah Moore10. Shining a Spotlight on Students’ Information Literacy in the PBL Process, Lorna Dodd, Eeva-Liisa Eskola, and Charlotte Silen11. Developing Reflective Practitioners through PBL in Academic and Practice Environments, Marja-Leena Lähteenmäki and Lars Uhlin12. Enriching Problem-based Learning through Design Thinking, Norman Jackson and Fred Buining13. Using Assessment to Promote Student Capabilities, Catharine Pettigrew, Ingrid Scholten, and Emma Gleeson14. The Triple Jump Assessment: Aligning Learning and Assessment, Ntombifikile Gloria Mtshali and Lyn MiddletonPart III. Sustainability and Building Capacity in Problem-based Learning Initiatives15. Planning and Building Capacity for a Major PBL Initiative, Paul Finucane, Peter McCrorie, and David Prideaux16. Empowering Tutors: Strategies for Inspired and Effective Facilitation of PBL Learning, Deirdre Connolly and Charlotte Silén17. PBL Challenges both Curriculum and Teaching, Sari Poikela and Ivan Moore18. A PBL Response to the Digital Native Dilemma, Timo Portimojärvi and Roisin Donnell19. Rethinking Supervision of PhD Work Processes: ProBell Research Group Walking the PBL Talk, Anna Raija Nummenmaa and Merja Alanko-Turunen20. How We Wrote This Book: A PBL Approach to Collaborative Writing, Sarah Moore and Terry Barrett Notes on contributors
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Taylor & Francis Ltd Globalization the NationState and the Citizen
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Taylor & Francis Ltd Art and Social Justice Education
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Taylor & Francis Ltd Art and Social Justice Education
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Taylor & Francis Actions Speak Louder Than Words Community Activism as Curriculum TeachingLearning Social Justice
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Taylor & Francis Ltd Actions Speak Louder than Words Community Activism as Curriculum TeachingLearning Social Justice
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Taylor & Francis Case Studies in Language Curriculum Design
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Taylor & Francis Ltd Early Childhood Curriculum
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Taylor & Francis Ltd The Impact of Reform Instruction on Student Mathematics Achievement
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Taylor & Francis Ltd Curriculum Change in Secondary Schools 19572004
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Taylor & Francis Ltd Planning and Conducting Formative Evaluations Teaching in Higher Education S
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Taylor & Francis Ltd Learning to Behave
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Taylor & Francis Ltd Educational Days Out A Handbook for Teachers Planning a School Trip
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Taylor & Francis Ltd Planning a Course Complete Guide to Teaching a Course
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Taylor & Francis Ltd Preparing a Course Complete Guide to Teaching a Course
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Taylor & Francis Ltd The Module and Programme Development Handbook A Practical Guide to Linking Levels Outcomes and Assessment Criteria
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Taylor & Francis Ltd Whole School Curriculum Development In The Primary School
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Taylor & Francis Ltd Children Learning to Read Volume 1 Emergent and Developing Reading Messages for Teachers Vol 1 Children Learning to Read International Concerns
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Taylor & Francis Ltd Children Learning to Read Volume 2 Curriculum and Assessment Issues Messages for Teachers Children Learning to Read International Concerns
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Taylor & Francis Ltd Education for Leadership and Social Responsibility
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Taylor & Francis Ltd The Curriculum of the Future From the New Sociology of Education to a Critical Theory of Learning
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Taylor & Francis Ltd Developing the CreditBased Modular Curriculum in Higher Education Challenge Choice and Change
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Taylor & Francis Ltd Beyond the National Curriculum
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Taylor & Francis Ltd Beyond the National Curriculum Curricular Centralism and Cultural Diversity in Europe and the USA Master Classes in Education Series
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Taylor & Francis An Authentic English Language Arts Curriculum
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Taylor & Francis Knowledge Content Curriculum and Didaktik Beyond Social Realism
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Taylor & Francis The New Literacy Redefining Reading and Writing in the Schools Routledge Library Editions Literacy
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Taylor & Francis Towards 2000 The Future of Childhood Literacy and Schooling Routledge Library Editions Literacy
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Taylor & Francis Media Education for a Digital Generation
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