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| Author | : D. Jean Clandinin |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 169 |
| Release | : 2011-04-26 |
| Genre | : Education |
| ISBN | : 0857248278 |
Focusing on school as place where curriculum is made to realizing the ways children and families are engaged as curriculum makers in homes, in communities, and in the spaces in-between, outside of school, this book investigates the tensions experienced by teachers, children and families as they make curriculum attentive to lives.
| Author | : Mark Priestley |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 251 |
| Release | : 2021-01-20 |
| Genre | : Education |
| ISBN | : 1838677372 |
In the context of profound social, political and technological changes, recent global trends in education have included the emergence of new forms of curriculum policy. Addressing a gap in the literature, this book investigates the ways in which curriculum policy is influenced, formulated, and enacted in a number of countries-cases in Europe.
| Author | : Amy B. Demarest |
| Publisher | : Routledge |
| Total Pages | : 219 |
| Release | : 2014-10-30 |
| Genre | : Education |
| ISBN | : 1317746775 |
Place-based Curriculum Design provides pre-service and practicing teachers both the rationale and tools to create and integrate meaningful, place-based learning experiences for students. Practical, classroom-based curricular examples illustrate how teachers can engage the local and still be accountable to the existing demands of federal, state, and district mandates. Coverage includes connecting the curriculum to students’ outside-of-school lives; using local phenomena or issues to enhance students’ understanding of discipline-based questions; engaging in in-depth explorations of local issues and events to create cross-disciplinary learning experiences, and creating units or sustained learning experiences aimed at engendering social and environmental renewal. An on-line resource (www.routledge.com/9781138013469) provides supplementary materials, including curricular templates, tools for reflective practice, and additional materials for instructors and students.
| Author | : Wanda Hurren |
| Publisher | : Routledge |
| Total Pages | : 230 |
| Release | : 2013-08-29 |
| Genre | : Education |
| ISBN | : 1136180478 |
Contemplating Curriculum takes up world-renowned curricular scholar, teacher, and mentor Ted T. Aoki’s invitation to contemplate where curriculum scholars situate themselves in their work. At the same time it probes into the historical and present conditions that make it both possible and impossible to attend to this work in classrooms and communities in mindful, embodied, and aesthetic ways, both locally and globally. The book offers a strong representative sampling of contemporary thinking in the field with a focus on contemplative approaches to curriculum. In their theorizing, contributors call on literary and other mixed-genre formats, such as creative nonfiction, poetry, and essay. They acknowledge the importance of intergenerational dialogue and recognize the importance of time and place in curricular, pedagogical, and personal sense-making. These written and visual texts invite contemplation on notions of curriculum, both planned and lived, in an Aokian spirit of intertextuality.
| Author | : Pam Goble |
| Publisher | : Free Spirit Publishing |
| Total Pages | : 225 |
| Release | : 2016-02-22 |
| Genre | : Education |
| ISBN | : 1631980629 |
From body art to baseball cards, comics to cathedrals, pie charts to power ballads . . . students need help navigating today’s media-rich world. And educators need help teaching today’s new media literacy. To be literate now means being able to read, write, listen, speak, view, and represent across all media—including both print and nonprint texts, such as film, TV, podcasts, websites, visual art, fashion, architecture, landscape, and music. This book offers secondary teachers in all content areas a flexible, interdisciplinary approach to integrate these literacies into their curriculum. Students form cooperative learning groups to evaluate media texts from various perspectives (artist, producer, sociologist, sound mixer, economist, poet, set designer, and more) and show their thinking using unique graphic organizers aligned to the Common Core State Standards
| Author | : National Society for the Study of Education. Committee on Curriculum-Making |
| Publisher | : |
| Total Pages | : 284 |
| Release | : 1969 |
| Genre | : Education |
| ISBN | : |
| Author | : Robert J. Helfenbein |
| Publisher | : Routledge |
| Total Pages | : 155 |
| Release | : 2021-06-17 |
| Genre | : Education |
| ISBN | : 1000396487 |
WINNER 2023 Society of Professors of Education Outstanding Book Award Critical Geographies of Education: Space, Place, and Curriculum Inquiry is an attempt to take space seriously in thinking about school, schooling, and the place of education in larger society. In recent years spatial terms have emerged and proliferated in academic circles, finding application in several disciplines extending beyond formal geography. Critical Geography, a reconceptualization of the field of geography rather than a new discipline itself, has been theoretically considered and practically applied in many other disciplines, mostly represented by what is collectively called social theory (i.e., anthropology, sociology, cultural studies, political science, and literature). The goal of this volume is to explore how the application of the ideas and practices of Critical Geography to educational theory in general and curriculum theorizing in specific might point to new trajectories for analysis and inquiry. This volume provides a grounding introduction to the field of Critical Geography, making connections to the significant implications it has for education, and by providing illustrations of its application to specific educational situations (i.e., schools, classrooms, and communities). Presented as an intellectual geography that traces how spatial analysis can be useful in curriculum theorizing, social foundations of education, and educational research, the book surveys a range of issues including social justice and racial equity in schools, educational reform, internationalization of the curriculum, and how schools are placed within the larger social fabric.
| Author | : Tom Vander Ark |
| Publisher | : ASCD |
| Total Pages | : 178 |
| Release | : 2020-03-09 |
| Genre | : Education |
| ISBN | : 1416628762 |
"Place: it's where we're from; it's where we're going. . . . It asks for our attention and care. If we pay attention, place has much to teach us." With this belief as a foundation, The Power of Place offers a comprehensive and compelling case for making communities the locus of learning for students of all ages and backgrounds. Dispelling the notion that place-based education is an approach limited to those who can afford it, the authors describe how schools in diverse contexts—urban and rural, public and private—have adopted place-based programs as a way to better engage students and attain three important goals of education: student agency, equity, and community. This book identifies six defining principles of place-based education. Namely, it 1. Embeds learning everywhere and views the community as a classroom. 2. Is centered on individual learners. 3. Is inquiry based to help students develop an understanding of their place in the world. 4. Incorporates local and global thinking and investigations. 5. Requires design thinking to find solutions to authentic problems. 6. Is interdisciplinary. For each principle, the authors share stories of students whose lives were transformed by their experiences in place-based programs, elaborate on what the principle means, demonstrate what it looks like in practice by presenting case studies from schools throughout the United States, and offer action steps for implementation. Aimed at educators from preK through high school, The Power of Place is a definitive guide to developing programs that will lead to successful outcomes for students, more fulfilling careers for teachers, and lasting benefits for communities.
| Author | : Richard Vanderlee |
| Publisher | : National Library of Canada = Bibliothèque nationale du Canada |
| Total Pages | : 578 |
| Release | : 2004 |
| Genre | : Educational change |
| ISBN | : 9780612916111 |
This study is a narrative inquiry into the personal and social processes, and experiences of curriculum making both inside and outside of a nursing classroom. The stories reveal the complexity of curriculum making as nurse educators, nursing students, and myself make practical sense of curriculum making, living and re-living, storying and re-storying, our educational lives on various places within the shifting professional knowledge landscape of nursing education. More specifically, I research the practical nature, meaning, and significance of my curriculum making experiences as a nurse educator living within a shifting professional knowledge landscape of nursing education. When these four stories are grasped separately and together as resources or curricular bits---a matrix of stories---they provide greater understanding of curriculum making in nursing education. That is, how 'curriculum' is defined, constructed and reconstructed, and shaped to meet personally and socially constructed ends. The intent in holding the four stories separate and together simultaneously is that they provide others, especially nurse educators, a rich story of curriculum making so that new stories can be told and lived. Knowing that stories open possibilities to our imagination, such knowledge provides new ways and new directions for understanding what nursing curriculums truly provide, what they cultivate, and what they neglect. This research narrative offers four self-contained and inter-connecting curriculum making stories---the horizon story of curriculum making on the landscape, Living With the Curriculum Revolution; the cover story of curriculum making within the out-of-classroom place, What Ought to Happen in a Classroom; the secret story of curriculum making within the in-classroom place, What Really Happens in a Classroom ; and the safe story of curriculum making on the landscape, Understanding the Meaning of Curriculum Making. Constantly juxtaposing 'what ought to happen' with 'what really happens' in curriculum situations, within safe places on the landscape, gives a glimpse into the practical nature of curriculum making over time.
| Author | : Brent Carnell |
| Publisher | : UCL Press |
| Total Pages | : 304 |
| Release | : 2017-11-13 |
| Genre | : Education |
| ISBN | : 1787350878 |
A complementary volume to Dilly Fung’s A Connected Curriculum for Higher Education (2017), this book explores ‘research-based education’ as applied in practice within the higher education sector. A collection of 15 chapters followed by illustrative vignettes, it showcases approaches to engaging students actively with research and enquiry across disciplines. It begins with one institution’s creative approach to research-based education – UCL’s Connected Curriculum, a conceptual framework for integrating research-based education into all taught programmes of study – and branches out to show how aspects of the framework can apply to practice across a variety of institutions in a range of national settings. The 15 chapters are provided by a diverse range of authors who all explore research-based education in their own way. Some chapters are firmly based in a subject-discipline – including art history, biochemistry, education, engineering, fashion and design, healthcare, and veterinary sciences – while others reach across geopolitical regions, such as Australia, Canada, China, England, Scotland and South Africa. The final chapter offers 12 short vignettes of practice to highlight how engaging students with research and enquiry can enrich their learning experiences, preparing them not only for more advanced academic learning, but also for professional roles in complex, rapidly changing social contexts.
