Curriculum planning and development Books

Book SynopsisDrawing on the idea of powerful knowledge, this book interrogates the epistemic quality of education in schools, in terms of what students are expected to know, make sense of and be able to do through the curriculum. In doing so the authors acknowledge the significance of transformation processes through which specialized knowledge, developed in subject disciplines, is reshaped and re-presented in educational environments. Moving beyond the narrow knowledge vs skills debate of the 20th century, the authors look at how we might democratise and open up access to ''knowledge of the powerful'' for all through the school curriculum. Arising from the work of the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), this book draws on studies conducted in a range of national contexts, including from Finland, France, Germany, Norway, Sweden and the UK, and considers the implications for curriculum innovation at poliTrade ReviewThe past decade has seen a growing interest in the idea of ‘powerful knowledge’, but what this looks like in practice is not always clear. Brian Hudson and colleagues have significantly advanced our collective understanding with a collection that uses the framework of didactics to explore ideas of epistemic access and transformation. This book takes the debate about knowledge and curriculum to a new level. * John Morgan, Professor, University of Auckland, New Zealand *Table of ContentsList of Illustrations List of Contributors Preface Foreword Acknowledgements Foreword, David Lambert (University College London, UK) 1. Researching Powerful Knowledge and Epistemic Quality across School Subjects, Niklas Gericke, Brian Hudson, Christina Olin-Scheller and Martin Stolare (Karlstad University, Sweden) 2. Evaluating Epistemic Quality in Primary School Mathematics in Scotland, Brian Hudson (Karlstad University, Sweden, and University of Sussex, UK) 3. Epistemic Quality of Physical Education in a High School in France, Monique Loquet (Rennes 2 University, France), Brian Hudson (Karlstad University, Sweden, and University of Sussex, UK) and Anke Wegner (University of Trier, Germany) 4. Epistemic Quality of Language Learning in a Primary Classroom in Germany, Anke Wegner (University of Trier, Germany), Brian Hudson (Karlstad University, Sweden, and University of Sussex, UK) and Monique Loquet (Rennes 2 University, France) 5. Powerful Knowledge of Language and Migration in Norwegian and Swedish Textbooks, Birgitta Ljung Egeland (Karlstad University, Sweden) and Lise Iversen Kulbrandstad (Inland Norway University of Applied Sciences, Norway) 6. Powerful Reading and Epistemic Quality in First Language and Literature Education, Satu Grünthal, Pirjo Hiidenmaa and Liisa Tainio (University of Helsinki, Finland) 7. Teaching Practices in Transformation in Connected Social Science Swedish Classrooms, Marie Nilsberth, Christina Olin-Scheller and Martin Kristiansson (Karlstad University, Sweden) 8. Epistemic Quality in the Intended Mathematics Curriculum and Implications for Policy, Jennie Golding (UCL Institute of Education, University College London, UK) 9. A Material-Dialogic Perspective on Powerful Knowledge and Matter within a Science Classroom, Mark Hardman (UCL Institute of Education, University College London, UK), John-Paul Riordan (University of Canterbury, UK) and Lindsay Hetherington (University of Exeter, UK) 10. Investigating the Nature of Powerful Knowledge and Epistemic Quality in Education for Sustainable Development, Per Sund (Stockholm University, Sweden) and Niklas Gericke (Karlstad University, Sweden) 11. Trajectories of Epistemic Quality and Powerful Knowledge across School Subjects, Niklas Gericke, Brian Hudson, Christina Olin-Scheller and Martin Stolare (Karlstad University, Sweden) References Index

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Book SynopsisThe Bloomsbury Handbook of Technology Education draws together international perspectives on contemporary praxis in technology education from philosophy to empirical research. Through carefully commissioned chapters, leading authors explore the fundamentals of technology education, curriculum and pedagogy. Chapters discuss technology education as it can be experienced by children and young people, inside and outside of the classroom, across the world, as well as the importance of technology and the history and philosophical origins of technology education. Carefully curated, this is an innovative and exciting volume for students, teachers, teacher educators, researchers, lecturers and professors in technology education.Trade ReviewThe book offers comprehensive and elucidating intermix of conceptual and empirical ideas. Lucid, reflexive contributions from international scholars offer contemporary positioning of literature and research across the global contexts. A valuable resource for furthering research, development and practice pursuits in technology education. * Ritesh Khunyakari, Associate Professor in Education, Tata Institute of Social Sciences, India *I would highly recommend the Handbook of Technology Education, for anyone looking to get a “true” global picture how technology education is practiced around the world. Divided into four major sections, the handbook looks at conceptualizing technology education, technology education in the curriculum, pedagogy for technology education, and technology, education, and society as seen through the lens of 35 contributors, representing 28 institutions, from 14 countries spanning 5 continents. * Edward M. Reeve, Professor Emeritus in Technology and Engineering Education, Utah State University, USA; Senior STEM-Ed. Specialist, Southeast Asian Ministers of Education Organization (SEAMEO), Thailand *In this handbook, leading scholars explore past, current and future developments in Technology Education. In a time when technology education is in decline, this book offers refreshing views on the rationale for technology education. The chapters are responsive to a broad range of stakeholder needs in Technology education. * Nicolaas Blom, Lecturer of Technology Education, University of Limerick, Ireland *Table of ContentsForeword Acknowledgements 1. General Introduction, David Gill (Memorial University of Newfoundland, Canada), Dawne Irving-Bell (Edge Hill University, UK), Matt McLain (Liverpool John Moores University, UK) and David Wooff (BPP University, UK) Part I: Conceptualizing Technology Education 2. Introduction to Conceptualizing Technology Education, David Gill (Memorial University of Newfoundland, Canada) 3. Historical and Philosophical Origins of Technology Education, Jeffery Buckley (Technological University of the Shannon, Ireland) 4. Design and Technology Education in England, Stephanie Atkinson (University of Sunderland, UK) 5. Overview of Chinese High School General Technology Education: Rationale and Current Status, Xu Meidan, Gu Jianiun (Nanjing Normal University, China), and P. John Williams (Curtin University, Australia) 6. Decentralized Technology Education Curricula Development, Jim Tuff and David Gill (Memorial University of Newfoundland, Canada) 7. Technology Education’s Place in STEM: The Relationship and Role of Technology in STEM Education, Using the United States as a Case Study, Greg J. Strimel (Purdue University, USA) Part II: Technology Education in the Curriculum 8. Introduction to Technology Education in the Curriculum, David Wooff (BPP University, UK) 9. Thinking: Nurturing Independent Design Thinking and Decision Making, Belinda von Mengerson (Australian Catholic University, Australia) 10. Doing: Skills, Knowledge and Understanding in Conceptual, Theoretical and Practical Contexts, David Morrison-Love (University of Glasgow, UK) 11. Communicating: The Importance of Communication in a Technological Literacy Era, Yakhoub Ndiaye (École Normale Supérieure de Lyon, France) 12. Including: Thinking Towards an Inclusive Curriculum for Technology Education in German Primary Schools, Franz Schröer (University of Paderborn, Germany) and Claudia Tenberge(University of Münster, Germany) 13. Assessing: How To Get Feedback Back On Track In Technology Education, Eva Hartell (KTH Royal Institute of Technology, Sweden) 14. Collaborating: The Purpose and Potential of Collaboration With Stakeholders and Other Disciplines, David Wooff (BPP University, UK), Ryan Beales (Wellfield Academy, UK) and Elizabeth Flynn (The Sutton Academy, UK) 15. Facilitating: The Role of Learning Environments in Technology Education Curricula, Matt McLain (Liverpool John Moores University, UK) and Sarah Finnigan-Moran (D&T Educator and Consultant) Part III: Pedagogy for Technology Education 16. Introduction to Pedagogy for Technology Education, Matt McLain (Liverpool John Moores University, UK) 17. Project-Based Learning: Authentic and Effective Learning in Technology Education, Osnat Dagan (Beit Berl College, Israel) 18. Task-Based Learning: An Opportunity for Focused Learning in Technology Education, Andrew Doyle (University of Waikato, New Zealand) 19. Design Learning: Pedagogic Strategies That Enable Learners to Develop Their Design Capability, Remke Klapwijk (Delft University of Technology, Netherlands) and Kay Stables (Goldsmiths University of London, UK) 20. Play-Based Learning: Play Pedagogies for Technology Education, Pauline Roberts and Marianne Knaus (Edith Cowan University, Australia) 21. Digital Learning: The Role of Digital Technologies in Technology Education, Deborah Winn (Neale-Wade Academy, UK) 22. Interdisciplinary Learning: Shifting Pedagogies of the Profession and the Muddy Puddle of STEM Teacher Associational Fluency, Michael A. de Miranda (Texas A&M University, USA) 23. Safety, Risk and Learning: How to Master a Risk and Safety in Technology Education Learning and Working Environments, Eila Lindfors (University of Turku, Finland) Part IV: Technology, Education and Society 24. Introduction to Technology, Education and Society, Dawne Irving-Bell (Edge Hill University, UK) 25. Philosophical and Political Perspectives: The Philosophical and Political Value of Technology Education Fostering Technological Multiliteracies, Jonas Hallström (Linköping University, Sweden) 26. Industrial Perspectives: Translational and Transactional Agendas, Rónán Dunbar, Niall Seery and Joseph Phelan (Technological University of the Shannon, Ireland) 27. Cultural Perspectives: The Sociocultural Role of Technology Education, Mishack T Gumbo (University of South Africa, South Africa) 28. Curricular and Noncurricular Perspectives: Developing a Technological Identity within Curricular and Non-Curricular Programs, Thomas Kennedy (Memorial University of Newfoundland, Canada) 29. Extracurricular Perspectives: Valuing Technology Beyond the Classroom, Mike Martin (Liverpool John Moores University, UK) 30. Social and Technological Perspectives: Technology’s Influence on Society, Dawne Irving-Bell (Edge Hill University, UK) Afterword Index

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Book SynopsisMastery in Primary Mathematics contains clear, practical guidance for both teachers and leaders on how to implement a mastery approach in the classroom that transcends any particular context, school type or scheme currently being used. Filled with research-based evidence, case studies and concrete examples of teaching for mastery used successfully, this is the ideal toolkit to implementing a mastery approach across a school, regardless of expertise.Moulding pupils into confident and successful mathematicians is one of the most important jobs of a primary school. It can also be one of the most difficult. Teaching for mastery gives pupils the best possible understanding of mathematics and implementing it involves a two-pronged approach: mastery must be embedded in the classroom, but will only work with the full support of the school''s leadership team. Based on educational research and school case studies, Mastery in Primary Mathematics gives practical advice on introducing

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Book SynopsisBlending Instruction with Technology is a book that offers educators guidelines and solutions for implementing blended learning in today's classrooms. There has been a strong push by many communities, schools and educators to move to a 1:1 environment. However, once there How does one teach or facilitate learning in such an environment? What are the researched best practices for implementing blended learning in classrooms? How do schools provide professional development to teachers to implement best practices in their classroom? Regarding the twenty year veteran who just recently mastered email, how do schools provide the proper guidance, training and support for him/her? This books aims to answer these questions and many more. This book is designed to be a blueprint for preparing staff members to be successful in a 1:1 environment. This book also focuses on providing students with a blended learning lesson that incorporates both cognitive and 21st Century Skills.Trade ReviewI believe that Dr. Martin hits on key components of why it is necessary to better utilize technology within the schools. He makes it a point that we as educators and a learning community need to stay current with the advancement of technology in order to benefit our children and young adults’ education in today's world. -- Dr. Kenneth D. Brubaker Jr., assistant professor, Ashland UniversityThere are many books about technology and teaching, but it is rare to find one that is so firmly grounded in both best practice and theory. Dr. Martin uses his experience from years of teaching and of working in public education to bring the reader ideas that are useful and challenging. I recommend Blending Instruction with Technology as a text as well as for personal professional reading. This view from the field is solidly based on what we know of technology, teaching, and learning and makes the volume a thorough and useful resource. -- Ann Converse Shelly, executive secretary of the World Federation of Associations for Teacher Education; professor emerita, Ashland UniversityTable of ContentsEpigraph Preface Acknowledgments Introduction Chapter 1: Schools & Classrooms are Becoming Dangerously Irrelevant Chapter 2: Blended Learning…? Why? Chapter 3: Skill vs. Tool: The Classic Debate of the Chicken and the Egg Chapter 4: 21st Century Skills and 21st Century Classrooms Chapter 5: Skills are Important, but Shouldn’t Kids Think? Cognitive Models for Student Achievement Chapter 6: Stumbling Down the Right Path Chapter 7: A.R.T.: A Three-Step Process to Blended Learning Chapter 8: The Three-Stage Process to The A.R.T. Model of Blended Learning Chapter 9: Planning Tips Chapter 10: A Word of Caution Appendix A: Lesson Plan Template Appendix B: Bloom’s Revised Taxonomy Appendix C: Webb’s Depth of Knowledge Appendix D: Future Ready Schools Appendix E: 21st Century Skills and Digital Tool Crosswalk Appendix F: A.R.T. Diagnostic Assessment About the Author

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Book SynopsisThis remarkable book explores the essential steps for planning lessons that grab the attention of students and make them care about their learning. The steps address the key areas that are most important for meaningful learning: content, pedagogy, and building rapport with students. This practical book shows you how to make every lesson engaging, impactful, and even fun!

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Book SynopsisIn recent years, educators have become increasingly concerned about the writing skills of students in elementary, middle, and high school. They wonder what can be done to build proper writing skills, particularly in a generation of students who may consider text messaging to be the only writing a person needs to do. Extreme Writing describes how teachers can build upon the eagerness and skills that students apply to recreational, social, and friendly writing, bringing enjoyment back into writing for students. The Extreme Writing approach is not a precise formula for student achievement; rather, it is a shared discovery of the process, the adventure, the wonder, and the liberation inherent in writing.Trade ReviewBabbage's insights apply to teaching any course involving writing—even at the college level. Extreme Writing encourages teachers to bring life to academic writing assignments. He is in tune with cultural and social issues facing students today and advises teachers how to integrate those issues into writing assignments. -- Jessica Coleman Hastings, director of regional advancement and part-time instructor, Eastern Kentucky UniversityBabbage helps teachers tap into the interests, experiences, and background knowledge of their students in order to engage them all in practical, authentic writing tasks. He presents a refreshing, real-life approach that will help teachers create higher quality assignments which will lead to improved student writing. -- Marty Dixon, middle school/high school language arts specialist, Lexington, KentuckyIn this educational text, the longtime history and political science teacher at Henry Clay High School in Lexington guides teachers on taking students’ skill at and eagerness for social writing, such as text messaging, and applying it to more formal writing. * Lexington Herald-Leader *As a college professor who teaches writing-intensive courses, I enthusiastically endorse Extreme Writing. Regardless of your subject field or grade level, Babbage skillfully and successfully provides practical ways to transform mindless writing assignments into meaningful ones. By connecting to students’ real lives, this book will help you nurture the writer in every student, as well as energize your classroom. That is extremely good! -- Paul H. Jones, professor of religion, Transylvania University, KentuckyOverall, this book is recommended for teachers and principals searching for a way to make writing assignments more interesting to students by connecting the assignment to students’ interests while maintaining the academic integrity of the assignment....Teachers and principals looking for the answer to the question, “When will I use this writing assignment in real life?” are encouraged to read Extreme Writing: Discovering the Writer in Every Student. * Education Review *Table of ContentsChapter 1 Introduction Chapter 2 The Idea of Writing Chapter 3 Students Love to Write; Students Hate to Write Chapter 4 Real Writing Chapter 5 Academically Valid School Writing That Fascinates Students Chapter 6 Writing across the Curriculum; Writing within the Curriculum Chapter 7 What Can Go Wrong and What to Do about That Chapter 8 It Is Not the Best Writing Until It Has Been Revised Chapter 9 Writing as Liberation Chapter 10 Epilogue

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Book SynopsisAt a time of renewed focus on the schools curriculum, Roy Blatchford has brought together some of the sharpest thinkers in education in a brilliant mixture of both practical and conceptual essays about what makes for a positive secondary curriculum.Perfectly timed to reflect the new Ofsted framework, the contributions reflect a range of thinking, planning and delivery, as schools do it now and will for the future. It is a compendium of proven practice, offering tips to less experienced/adventurous middle and senior leaders.Featuring contributions from: Iain Veitch; Deborah Eyre; Stephen Rollett; David Birch; Melanie Saunders; Fran Haynes; Mary Myatt; Rebecca Clark; Nick Soar; Rachel Macfarlane; Ashley Robson; Jo Facer; Ed Vainker; Samuel Strickland; Simon Watson; Elizabeth Swan; Peter Hyman.

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Book SynopsisPrimary curriculum design has been in sharp focus in recent years. After leading on curriculum design and effective subject leadership for 24 years across multiple schools, Emma has written the handbook for both the complex thinking which underpins primary curriculum design and provided the practical models to make it work.There is much advice out there for primary schools but much is often dominated by voices not trained or experienced in primary practice.Emma outlines the unique considerations needed for designing and implementing a rich, high-quality curriculum which serves our youngest learners – a blend of academic thinking, educational research, the wisdom of decades of primary experience and a true love of the unique nature of primary.Primary curriculum design is a unique knowledge domain of its own and Emma explains and explores how this knowledge and the thinking around it needs to be championed and implemented through both academic and child development lenses.Rooted in experience, underpinned by successful approaches implemented in hundreds of schools – curriculum design in primary is complex and nuanced but it can also be 'Simplicitus'.

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Book SynopsisF. Joseph Merlino is president of the 21st Century Partnership for STEM Education, (21PSTEM), Wayne, PA, USA, a non-profit research and action organization.Deborah Pomeroy is Professor Emeritus of Science Education at Arcadia University, USA.

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Book SynopsisIn working to build a sense of nationhood, Ghana has focused on many social engineering projects, the most meaningful and fascinating of which has been the state's effort to create a national culture through its schools.Trade Review"Dilemmas of Culture in African Schools examines the social and political consequences of overlapping systems of knowledge production in contemporary Ghana. This is an engrossing study that raises many compelling questions about educational processes, state-society relations, nationalism, cultural pluralism and cultural policy, the production of knowledge, and the production of citizens." - Kelly M. Askew, author of Performing the Nation"

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Book SynopsisThis edition brings Dewey's educational theory into sharp focus, framing his two classic works by frank assessments, past and present, of the practical applications of Dewey's ideas. In addition to a substantial introduction in which Philip W. Jackson explains why more of Dewey's ideas haven't been put into practice, this edition restores a lost chapter, dropped from the book by Dewey in 1915.

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Book SynopsisRebell argues here that schools have a constitutional duty to teach citizenshipand that forcing them to do so is the key to revitalizing our democracy.

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Book SynopsisJohn Dewey is known as a pragmatic philosopher and progressive architect of American educational reform, but some of his most important contributions came in his thinking about art. Dewey argued that there is strong social value to be found in art, and it is artists who often most challenge our preconceived notions. Dewey for Artists shows us how Dewey advocated for an art of democracy. Identifying the audience as co-creator of a work of art by virtue of their experience, he made space for public participation. Moreover, he believed that societies only becomeand remaintruly democratic if its citizens embrace democracy itself as a creative act, and in this he advocatedfor the social participation of artists. Throughout the book, Mary Jane Jacob draws on the experiences of contemporary artists who have modeled Dewey's principles within their practices. We see how their work springs from deeply held values. We see, too, how carefully considered curatorial practice can addr

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Book SynopsisJohn Dewey is known as a pragmatic philosopher and progressive architect of American educational reform, but some of his most important contributions came in his thinking about art. Dewey argued that there is strong social value to be found in art, and it is artists who often most challenge our preconceived notions. Dewey for Artists shows us how Dewey advocated for an art of democracy. Identifying the audience as co-creator of a work of art by virtue of their experience, he made space for public participation. Moreover, he believed that societies only becomeand remaintruly democratic if its citizens embrace democracy itself as a creative act, and in this he advocatedfor the social participation of artists. Throughout the book, Mary Jane Jacob draws on the experiences of contemporary artists who have modeled Dewey's principles within their practices. We see how their work springs from deeply held values. We see, too, how carefully considered curatorial practice can addr

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Book SynopsisTrade Review"Clendinning has flipped the script. Rather than describing Balinese performers as if ‘they’ come to ‘us’, she shows how their far-flung pedagogical networks reshaped US-based music programs in higher education from the inside out. Her intimate portraits of three generations of Balinese teachers reveal them as the makers of transnational music communities. This book is both fascinating and moving. I am convinced all over again that these almost utopian third spaces are sorely needed."--Deborah Wong, University of California, Riverside"An ambitious work that can really spark scholarship that intersects ethnomusicology, performance studies, and the scholarship on teaching and learning. Clendinning discusses the positive aspects of world music ensembles, but is also open about the ethical issues involved in running a gamelan in an institution of higher education."--Eric Hung, Music of Asian America Research CenterTable of ContentsAcknowledgments 1 Interlocking Sounds, Interlocking Communities 2 Early Encounters in Bimusicality 3 From Bali to America: Teachers and Transitions 4 Creating and Conceptualizing a Balinese American Gamelan Community 5 Teaching, Learning, Representing 6 Americans Learning Gamelan in Bali 7 Kembali: To Return or Change 8 Bimusicality and Beyond 9 Sustainability and the Academic World Music Ensemble 10 Cultivating New Flowers Glossary Notes References Index

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Book SynopsisGamelan and American academic institutions have maintained their close association for more than sixty years. Elizabeth A. Clendinning illuminates what it means to devote one's life to world music ensemble education by examining the career and community surrounding the Balinese-American performer and teacher I Made Lasmawan. Weaving together stories of Indonesian and American practitioners, colleagues, and friends, Clendinning shows the impact of academic world music ensembles on the local and transnational communities devoted to education and the performing arts. While arguing for the importance of such ensembles, Clendinning also spotlights how performers and educators use them to create stable and rewarding artistic communities. Cross-cultural ensemble education emerges as a worthy goal for students and teachers alike, particularly at a time when people around the world express more enthusiasm about raising walls to keep others out rather than building bridges to invite them in.Trade Review"Clendinning has flipped the script. Rather than describing Balinese performers as if ‘they’ come to ‘us’, she shows how their far-flung pedagogical networks reshaped US-based music programs in higher education from the inside out. Her intimate portraits of three generations of Balinese teachers reveal them as the makers of transnational music communities. This book is both fascinating and moving. I am convinced all over again that these almost utopian third spaces are sorely needed."--Deborah Wong, University of California, Riverside"An ambitious work that can really spark scholarship that intersects ethnomusicology, performance studies, and the scholarship on teaching and learning. Clendinning discusses the positive aspects of world music ensembles, but is also open about the ethical issues involved in running a gamelan in an institution of higher education."--Eric Hung, Music of Asian America Research CenterTable of ContentsAcknowledgments 1 Interlocking Sounds, Interlocking Communities 2 Early Encounters in Bimusicality 3 From Bali to America: Teachers and Transitions 4 Creating and Conceptualizing a Balinese American Gamelan Community 5 Teaching, Learning, Representing 6 Americans Learning Gamelan in Bali 7 Kembali: To Return or Change 8 Bimusicality and Beyond 9 Sustainability and the Academic World Music Ensemble 10 Cultivating New Flowers Glossary Notes References Index

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Book SynopsisMusic, Education, and Religion: Intersections and Entanglements explores the critical role that religion can play in formal and informal music education. Trade ReviewThe book serves as a study volume for all those who are active in this field and provides both systematic reflections and useful empirical studies. A further impressive feature is the regional and religious breadth of the content presented and examined. -- Wolfgang W. Müller * Reading Religion *Table of ContentsIntroduction / Alexis Anja Kallio, Heidi Westerlund, and Philip AlpersonPart I: Tensions and Negotiations1. On the Role of Religion in Music Education / Estelle Jorgensen2. Selective Affinities: Concordance and Discordance at the Intersection of Musical, Educational, and Religious Practices / Philip Alperson3. The Performativity of Performance: Agency at the Intersection of Music and Religion in School / Heidi Westerlund, Alexis Anja Kallio and Heidi ParttiPart II: Identity and Community4. Shaping Identities in and through Religious Music Engagement: A Case Study of an Australian Catholic Girls' School / Janelle Colville Fletcher and Margaret S. Barrett5. Religion and the Transmission of Thai Musical Heritage, in Thailand and the United States of America / Pamela Moro6. The Believing-Belonging Paradigm: Music, Education, and Religion in Contemporary Serbia / Ivana Percoviç and Biljana Mandiç7. Religious Repertoire in General Music Education: Spiritual Indoctrination or Cultural Dialogue? / Lauri VäkeväPart III: Navigating New Worlds8. Mysterium Tremendum et Fascinans: Spiritual and Existential Experience and Music Education / Øivind Varkøy9. The Sacred Sphere: Its Equipment, Beauty, Functions, and Transformations under Secular Conditions / Maria B. Spychiger10. Music Education as Sacred Practice: A Philosophical Exploration / Frank Heuser11. Advocatus Diaboli: Revisiting the Devil's Role in Music and Music Education / Alexandra Kertz-WelzelPart IV: Emancipation, Regulation, and the Social Order12. The Humanist Defense of Music Education in Civil and Religious Life: The Praise of Musicke (1586) and Apologia Musices (1588) / Hyun-Ah Kim13. The Curious Case of "Good Morning Iran": Music and Broadcast Regulation in the Islamic Republic / Erum Naqvi14. When Hell Freezes Over—Black Metal: Emancipatory Cosmopolitanism and/or Egoistic Protectionism? / Ketil Thorgersen and Thomas von WachenfeldtPart V: Agency and Social Change15. Radical Musical Inclusion in Higher Education: The Creation of Foundation Music at the University of Winchester / June Boyce-Tillman16. Religious Identities Intersecting Higher Music Education: An Israeli Teacher Educator as a Boundary Worker in an All-Female Ultra-Orthodox Jewish Context / Laura Miettinen17. Religion and Music in an Education for Social Change / Iris M. Yob18. Dancing on the Limits: An Interreligious Dialogue Exploring the Lived Experience of Two Religiously Observant Music Educators in Israel / Belal Badarne and Amira EhrlichMusic, Education, and Religion: An Invitation / Alexis Anja KallioIndex

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Book SynopsisIn The Singing Irish, Michael Alan Anderson brings to life the rich history and traditions of the Notre Dame Glee Club.Trade Review“One of the greatest assets we have here at Notre Dame is our Glee Club. Somehow, year in and year out, they come up with wonderful singers, great songs, and performances that are nothing short of fantastic. I don't know what we can do to thank the men for their long hours over the years that the Club puts into practicing for their performances. May I say that I am grateful for all of the wonderful performances of the Glee Club, not just here on campus but around the world. I have enjoyed many of their performances each year and I never cease to be edified by their spirit and wonderful presentation.” —Rev. Theodore Hesburgh, C.S.C. (1917–2015), President Emeritus of the University of Notre Dame“Glee Club alumnus Michael Alan Anderson has bravely and lovingly taken on the job of recording the history of this special group in The Singing Irish. In the first place, it is thoroughly researched and scrupulously verified from archives, articles, letters, yearbooks, newsletters, and reports. But more than that, its real goal has been to uncover the spirit underlying the facts of the story. The Notre Dame Glee Club is not just a trained and well-practiced group of university level students working in the field of music. It is a fellowship, a fraternity, of more or less ordinary young men who have been guided and shepherded as much as academically taught, accompanied on their way to maturity.” —Dorothy A. Pedtke, daughter of longtime Glee Club director Daniel H. Pedtke"Music historian Michael Anderson, a 1997 Notre Dame graduate and alumnus of the Glee Club, says the tradition of the club, along with the timing of the centennial, inspired him to write the club's history. . . . The group was primarily influenced by three directors, Daniel Pedtke, current director [Daniel] Stowe, and Joseph Casasanta, who wrote such favorites as the Alma Mater and 'Hike Notre Dame.' Two-thirds of the group's 100 years were under the leadership of one of these three men, Anderson says." —South Bend Tribune: In the Bend“Impressively well written, beautifully illustrated, informed and informative, The Singing Irish: A History of the Notre Dame Glee Club is a delight to simply browse through and should be considered a ‘must’ for all Notre Dame alumni. A unique contribution, The Singing Irish is strongly recommended for academic library Music History reference collections. It should also be noted for personal reading lists that The Singing Irish is also available (enhanced with audio and video) in a Kindle edition.” —The Midwest Book Review"We, the alumni of Our Lady's University, have been blessed by being able to listen to and enjoy the beautiful voices coming from the Notre Dame Glee Club. This book is a 'must read' for all Notre Dame alums and friends of the university. You will feel the spirit of The Singing Irish because it reflects the soul of the Notre Dame Glee Club throughout the group's first one hundred years. Michael Anderson has captured the essence of what makes this group so memorable for its members and for its audiences around the world. Let the music flow as you turn the pages." —Charles "Chuck" Lennon ('61, '62MA, DL H'11)

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Book SynopsisWhen it was first published in 1997, The Course Syllabus became the gold standard reference for both new and experienced college faculty. Like the first edition, this book is based on a learner-centered approach. Because faculty members are now deeply committed to engaging students in learning, the syllabus has evolved into a useful, if lengthy, document. Today''s syllabus provides details about course objectives, requirements and expectations, and also includes information about teaching philosophies, specific activities and the rationale for their use, and tools essential to student success.Table of ContentsForeword xi Preface xiii Acknowledgments xvii The Authors xix Part I: Focus On Learning Preparing Students 3 Setting a Framework for Knowledge 4 Planning Your Learning-Centered Syllabus: An Overview of the Process 13 Composing a Learning-Centered Syllabus 21 Using a Learning-Centered Syllabus 34 Part II: Examples Checklist 39 Table of Contents 40 Instructor Information 41 Student Information Form 43 Letter to the Students or Teaching Philosophy Statement 44 Purpose of the Course 49 Course Description 51 Course Objectives 54 Readings 63 Resources 65 Course Calendar 67 Course Requirements 71 Policies and Expectations: Attendance, Late Papers, Missed Tests, Class Behaviors, and Civility 77 Policies and Expectations: Academic Integrity, Disability Access, and Safety 87 Evaluation 92 Grading Procedures 98 How to Succeed in the Course: Tools for Study and Learning 102 Part III: Suggested Readings General Teaching 111 Active Learning 112 Assessment and Evaluation 113 Cooperative and Collaborative Learning 113 Course and Curriculum Design 114 Critical Thinking 115 Information Technology 115 Learning and Motivation 116 Student Differences 116 Online Resources for Syllabus Construction 118 Teaching Portfolios 118 References 121 Index 127

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Book SynopsisSuggests a new paradigm for how to prepare for and conduct language lessons based on curating what the authors term ‘structures’. By focusing on structures that are flexible, evolvable, repeatable, and memorable, teachers can reduce the amount of time they spend planning and increase the amount of time students are engaged in deliberate practice.Table of Contents SECTION 1: Why to use structure-based teaching 1. A perfect plan? 2. The hidden power of structures 3. Creation through combination SECTION 2: How to use structure-based teaching 1. 50 FERM structures 2. Structures to check for understanding 3. Structure evolutions 4. Sample structure flows Bibliography

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Book SynopsisLanguage education in the National Curriculum is an introduction in all aspects of language work in the National Curriculum. Written in the wake of seemingly permanent revolution in educational policy, it is the first to offer a considered analysis of change, a critique of policy, and a guide to good practice for teachers.Trade Review"This is a most impressive collection, and is destined to become a point of reference for many years to come. The papers are all intelligently edited into a cohesive whole and are a rich source of Information on thoery and practice inlanguage education. There is no other book on this topic." Ron Carter, Nottingham University, UK.Table of ContentsLanguage in the curriculum, Christopher Brumfit; the National Curriculum as language policy, Rosamond Mitchell; English teaching - language, literacy and learning, Christopher Brumfit; reading to learn, Virginia Kelly; literature teaching and the National Curriculum, Michael Benton; drama in education, Kate Armes; media education and the secondary English curriculum; bilingual learners - community languages and Engish, Christopher Brumfit and Rosamond Mitchell; the first foreign language, Michael Grenfell; other foreign languages., Melanie Smith; language awareness, Janet hooper; language after 16, George Blue.

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Book SynopsisTrade Review"One of Forbes' Best Higher Education Books of 2020""A useful though eminently debatable case for reform in the interest of teaching to today’s needs." * Kirkus Reviews *"In this highly readable and engaging book, he delineates how colleges can better prepare students to gain the skills and develop the habits of mind necessary to succeed in life, especially in a fast-moving, knowledge-based society. . . . Highly recommended for college faculty and administrators, and anyone interested in how college students can find meaning and purpose in life." * Library Journal *"Higher Expectations provides a helpful guide for those who hope to fortify and reform this dwindling but essential collection of institutions. Bok’s vision of the purposes of higher education is unlikely to become the official state religion, but it could serve as a beautiful hymnal in dissenting churches."---Jay P. Greene, Education Next

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Book SynopsisA Publication of the Association of American Colleges and Universities Top practitioners and scholars detail a range of philosophies, frameworks, program designs, instructional strategies, and assessment methods being used to strengthen and transform the curriculum.Trade Review?This book is a feast of current thinking, which is exactly how faculty--who come to the table with many different viewpoints and interests--need to be served.? (Russell Edgerton, president, American Association for Higher Education) "Breathtakingly comprehensive in its reach--from the history and philosophy of the curriculum to administration and assessment." (The Review of Higher Education) ?If policy makers, administrators, and faculty will use this book to create common ground for discussion, we might succeed in making the necessary reforms in undergraduate education that will allow students to meet the future competently.This book will become an essential tool for any department, college, or campus wanting to make significant change in undergraduate education.? (Reba L. Keele, professor of management, founding dean of undergraduate studies, University of Utah) ?This book is a feast of current thinking, which is exactly how faculty--who come to the table with many different viewpoints and interests--need to be served.? (Russell Edgerton, president, American Association for Higher Education) ?Jerry Gaff and Jim Ratcliff have gathered a diverse and informed group of contributors to present an amazingly comprehensive source concerning undergraduate curriculum. It should be of great value to anyone involved with college curriculum.? (Robert H. McCabe, senior league fellow, MacArthur Fellow, president emeritus, Miami-Dade Community College, League for Innovation in the Community College Education) ?This volume reflects the excitement and the significance of current changes and issues in the college curriculum. It will be an essential resource for anyone even tangentially involved in academic change today.? (Daryl G. Smith, professor of education and psychology, Claremont Graduate School, Claremont, California)Table of ContentsHISTORICAL, PHILOSOPHICAL, AND SOCIAL PERSPECTIVES. What Is a Curriculum and What Should It Be? (J. Ratcliff). Institutional Contexts (E. Hawthorne). Key Turning Points in the Evolving Curriculum (A. Levine & J. Nidiffer). Philosophies and Aims (B. Fuhrmann). Structures and Practices (P. Hutcheson). Social Forces Shaping the Curriculum (M. Garcia & J. Ratcliff). CENTRAL AIMS OF UNDERGRADUATE EDUCATION. Quality and Coherence in General Education (J. Ratcliff). Developing Intellectual Skills (A. Doherty, et al.). Diversity and Educational Integrity (C. Musil). Strengthening Preparedness of At-Risk Students (D. McGrath & B. Townsend). ACADEMIC DISCIPLINES AND SPECIALIZED LEARNING. The Arts and Sciences Major (C. Schneider). The Humanities (L. White). The Natural Sciences and Mathematics (G. Wubbels & J. Girgus). The Social Sciences (A. Hendershott & S. Wright). The Arts (E. Harris). Professional Education (L. Curry & J. Wergin). Occupational Education (D. Clowes). DIRECTIONS FOR REFORM ACROSS THE DISCIPLINES. Teaching "Across the Curriculum" (E. Maimon). Advancing Interdisciplinary Studies (J. Klein & W. Newell). Internationalizing the Curriculum (J. Johnston & J. Spalding). Transforming the Curriculum Through Diversity (E. Olguin & B. Schmitz). Creating Learning Communities (R. Matthews, et al.). Using Technology (J. Farmer). ADMINISTRATION AND ASSESSMENT OF THE CURRICULUM. Administering the Curriculum (F. Janzow, et al.). Building Academic Community While Containing Costs (M. Reardon & J. Ramaley). Achieving Effectiveness and Efficiency (A. Ferren). Promoting Coherence in Transfer Practices (J. Eaton). Evaluating Learning in Individual Courses (B. Wright). Assessing Learning in Programs (D. Farmer & E. Napieralski). Identifying Indicators of Curricular Quality (P. Ewell). CHANGING THE CURRICULUM. Strategies for Change (J. Lindquist). Implementing Change (J. Civian, et al.). Supporting Curriculum Development (G. Sell & B. Lounsberry). Tensions Between Tradition and Innovation (J. Gaff).

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Book SynopsisTrade Review"The Bases of Competence provides educators and employers with the tools they need to create practical, valuable learning experiences for those they instruct and lead.... The arguments are well presented, and people in higher education will find much to agree with in this book." --The Journal of Academic Leadership "This book should be required reading for curriculum committees throughout higher education and will be of interest to higher education faculty, administrators, and graduate students in a wide variety of areas." --Choice "The Bases of Competence makes a valuable contribution to the dialogue on one of the most vital issues of our time: how to educate people for a rapidly changing workplace and society. Better skills are what the authors call for, but not the rote, rudimentary, tactile skills of old. Rather, intellectual skills--communicating, managing self, managing people and tasks in order to mobilize for innovation and change--are needed in this new information age." --Richard O. Mason, director, Maguire Center for Ethics and Public Responsibility, Southern Methodist University "The Bases of Competence is essential reading for executives and managers concerned about the effective preparation of the next generation of entrants to the workforce. It is the source for anyone who needs to know what specific skills the new economy demands of university graduates, as well as how to nurture these capabilities." --Douglas T. Hall, director, Executive Development Roundtable, and professor, organizational behavior, Boston University School of Management "The Bases of Competence presents concrete examples as to how higher education can reengineer the learning environment to expose students to the specific behavioral skills that they will need in order to cope and succeed in the world of business. Mandatory reading for educators interested in making the transition from traditional learning to skills-based education." --Steve Williams, director, Graduate Business Programs, Harding UniversityTable of ContentsUNDERSTANDING COMPETENCE. The Humbling Effect: Moving from College to the Workplace. Creating a Common Language about Competence. ESSENTIAL SKILLS AND COMPETENCIES. Managing Self. Communicating. Managing People and Tasks. Mobilizing Innovation and Change. DEVELOPING COMPETENCE. Closing the Gap Between Campuses and Workplaces. Fostering Workplace Skills in the College Curriculum. Building on Collegiate Learning in the Workplace. CASE STUDIES. Teaching World of Work Skills Within a Degree Program: Ontario Agricultural College (A. Auger). Listening to the Customer: External Assessment of Competencies at Babson College (J. Weintraub, et al.). Cultivating Competence to Sustain Competitive Advantage: The Bank of Montreal (J. Logan). Resource: Making the Match Year 3 Questionnaires (Skill Sections) for Students, Graduates, and Managers.

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Book SynopsisShaping the College Curriculum focuses on curriculum development as an important decision-making process in colleges and universities. The authors define curriculum as an academic plan developed in a historical, social, and political context.Table of ContentsPreface xiii The Authors xix 1 Curriculum: An Academic Plan 1 The Need for a Definitional Framework 2 Defining Curriculum as an Academic Plan 4 Contextual Influences on Academic Plans 11 Constructing Plans: Curriculum Development 15 Evolution of the Academic Plan Concept 16 Advantages of the Academic Plan Model 20 2 External Influences: Sociocultural Context 23 Patterns of Curriculum Debate 25 Evolving Educational Purposes 26 Debating General Education and Specialization 30 Learners: An Emphasis on Access 36 Content Debates: Prescription vs. Choice 45 Instructional Process: Occasional Innovations 52 Evaluation Debates: Emphasis on Quality Control 57 Influences and Potential Reforms 64 3 Internal Influences: College and University Contexts 65 Institutional Influences 67 Unit-Level Influences 77 Emerging Internal Influences 83 Converging Influences 87 4 Internal Influences: Academic Fields 89 Characterizing Academic Fields 91 Differences in Course Planning 93 Seeking Academic Community 101 Building on the Strengths of Academic Fields 111 5 Creating Academic Plans 115 Course Planning 116 Program Planning 127 College-Wide Planning 132 Systematic Design Models 135 Sharing Responsibility for Curriculum Design 143 6 Learners 145 Learner Influences on Course Planning 147 Learner Influences on Program Planning 151 Learner Influences on College Planning 152 Multiple Perspectives on Learning 153 Learners and Learning Processes 159 Understandings of Learning and Knowledge 168 Learning in Academic Fields 174 Considering Learners in Curriculum Design 179 7 Instructional Processes 183 Teaching Styles 184 Contextual Influences on Courses and Programs 187 Expanding Choices Among Instructional Processes 191 Teaching for Intentional Learning 212 Reflecting on Planning and Teaching 225 8 Evaluating and Adjusting Academic Plans 229 Defining Evaluation and Assessment 231 Evaluating and Adjusting Course Plans 235 Evaluating and Adjusting Program Plans 248 College-Wide Evaluation 257 Evaluating Evaluation 266 Responding to Accountability Demands 267 9 Administering Academic Plans 269 Curriculum Leadership and Administrative Roles 275 10 Models and Strategies for Curricular Change 301 Evolution, Adaptation, and Strategic Change 302 Scope of Curricular Change 304 Models of Change 305 Using Multiple Strategies for Curricular Change 318 Learning to Change in Academic Organizations 322 Maintaining Change 327 Academic Plans in Context 329 References 331 Names Index 359 Subject Index 367

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Book SynopsisThis book examines the current debates about the curriculum in historical context and offers considerations for the future.Trade Review"An excellent contribution to the debates on the university dominating American education today. The author provides an incisive, objective analysis of the conflict over liberal education's place and function in the university curriculum. A chronological approach is used to examine the continuous crises and curricular wars over liberal education's role." -- Choice"Required reading for any citizen seriously concerned about the role of higher education in a democratic society." * Stanley N. Katz *Table of ContentsContents I. II. III. IV. V. VI. VII. VIII. IX. Appendix.

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Book SynopsisSurveys and analyses teacher research, arguing that pedagogical knowledge is generated ""outside-in"", that is, from the university to be applied in schools. Contributors explore the meaning and significance of the teachers' researches and findings.

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Book SynopsisAn enduring issue in American education concerns the place of individual beliefs and moral standards in the classroom. Noddings argues that public schools should address the questions that teenagers raise about the nature, value and meaning of life, and should do so across the curriculum.

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Book SynopsisThis work provides a constructivist interpretation of developmentally appropriate curriculum in early childhood education. It provides the theoretical rationale and the practical advice for conducting specific activities in the classroom.

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Book SynopsisThe Computer Clubhouse makes an important contribution not just in the local communities but also as a model for after-school learning environments. This book deals with the Computer Clubhouse - the idea and the place - that inspires youth to think about themselves as competent, creative, and critical learners.

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Book SynopsisExamines how teaching media in high school English and social studies classrooms can address major challenges in our educational system. The authors argue that, in addition to providing underserved youth with access to 21st-century learning technologies, critical media education will help improve academic literacy achievement in city schools.

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Book SynopsisThis practical resource shows teachers how to enact robust forms of civic education in today’s schools. Both instructive and thought-provoking, it will inspire teachers to craft curricula addressing a wide range of genuine civic problems such as those related to racial discrimination, environmental damage, and community health.

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Book SynopsisShows how educators can learn to teach rich, academically rigorous, multicultural curricula within a standards-based environment. The authors have meticulously updated each chapter to address current changes in education policy and practice. New vignettes of classroom practice have been added to illustrate how today's teachers navigate the Common Core State Standards.

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