Transnational Curriculum Standards And Classroom Practices
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| Author | : Ninni Wahlström |
| Publisher | : Routledge |
| Total Pages | : 270 |
| Release | : 2017-10-31 |
| Genre | : Education |
| ISBN | : 1351616013 |
Focusing on the meaning of teaching, Transnational Curriculum Standards and Classroom Practices contributes to a deepened understanding of what it means to be a teacher in an institutional context ranked high on the policymakers’ agenda. While the policy literature emphasises efficiency in teaching, educational research demonstrates an awareness of the importance of alternative perspectives on what makes for successful teaching. This book critically examines the conditions and dimensions of teaching as framed in current policy discourse and situates school education in relation to wider societal issues. Based on a four-year research project financed by the Swedish Research Council and drawing on international policy discourse, as well as international research, the chapters in this book contribute to the knowledge of relations and influences between international educational reform movements, national curriculum reforms, and implications for teaching and learning practices at the classroom level. Offering results and reflections from comprehensive comparative classroom studies, the book makes a distinctive contribution to our knowledge of the implications of policy for teachers and students. This book should be essential reading for academics, researchers and postgraduate students interested in the relationship between the curriculum and teaching in a contemporary context, as well as those engaged in the study of education policy, curriculum theory, pedagogy and educational leadership. It should also be of great interest to policymakers and teachers.
| Author | : Ninni Wahlström |
| Publisher | : Routledge |
| Total Pages | : 185 |
| Release | : 2022-02-07 |
| Genre | : Education |
| ISBN | : 1000571718 |
This book explores how different classroom discourses and concepts of knowledge permeate teaching in high- and low-performance classrooms. Drawing on empirical research from classrooms in Sweden, it presents a theory-based framework for classroom research. The book examines the central concepts of knowledge, curriculum, pedagogy and equity to discuss differences in access to knowledge and the implications of these differences for students’ future opportunities and well-being. It analyses the relationships between different teaching factors and discusses teaching from democratic perspectives developed within curriculum theory. Combining insights from curriculum theory with insights from sociolinguistic and sociocultural classroom research, this project breaks new ground in how knowledge from curriculum content is recontextualised into concrete teaching practices in the context of a standards-based curriculum. Providing valuable insights into the intersections between classroom practice, student performance and teacher expectations, this book will be of great interest to academics, researchers and post-graduate students in the fields of curriculum research, education policy, teacher education and classroom practice.
| Author | : National Center for History in the Schools (U.S.) |
| Publisher | : |
| Total Pages | : 244 |
| Release | : 1996 |
| Genre | : Education |
| ISBN | : |
This sourcebook contains more than twelve hundred easy-to-follow and implement classroom activities created and tested by veteran teachers from all over the country. The activities are arranged by grade level and are keyed to the revised National History Standards, so they can easily be matched to comparable state history standards. This volume offers teachers a treasury of ideas for bringing history alive in grades 5?12, carrying students far beyond their textbooks on active-learning voyages into the past while still meeting required learning content. It also incorporates the History Thinking Skills from the revised National History Standards as well as annotated lists of general and era-specific resources that will help teachers enrich their classes with CD-ROMs, audio-visual material, primary sources, art and music, and various print materials. Grades 5?12
| Author | : |
| Publisher | : BRILL |
| Total Pages | : 362 |
| Release | : 2023-10-09 |
| Genre | : Education |
| ISBN | : 9004687912 |
In the last decade, programming and computational thinking (CT) have been introduced on a large scale in school curricula and standards all over the world. In countries such as the UK, a new school subject—computing—was created, whereas in countries such as Sweden, programming was included in existing subjects, notably mathematics and technology education. The introduction of programming and CT in technology education implies a particular relationship between programming and technology. Programming is usually performed with technological artefacts—various types of computers—and it can also be seen as a specific branch of engineering. This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers’ programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development.
| Author | : Christina Elde Mølstad |
| Publisher | : Routledge |
| Total Pages | : 256 |
| Release | : 2019-03-29 |
| Genre | : Education |
| ISBN | : 0429877021 |
New Practices of Comparison, Quantification and Expertise in Education discusses contemporary trends and activities related to comparisons and quantifications. It aims to help scholars to conduct empirically based research on how comparisons and quantifications are instituted in practice at different levels in the educational system. The book furthers discussions on policy by looking at the kinds of activities that comparisons and quantifications lead to at an international, regional and national level. Most of the book’s chapters are based on empirical research conducted in different research projects. The book thus brings all these projects together and discusses them as activities promoted by the reasoning of comparisons and quantifications. New Practices of Comparison, Quantification and Expertise in Education will be of great interest to academics, researchers and post-graduate students in the fields of comparative education, curriculum research and policy studies. It will also appeal to those in the fields of teacher education, including student teachers.
| Author | : Mark Priestley |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 328 |
| Release | : 2021-01-20 |
| Genre | : Education |
| ISBN | : 1838677356 |
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 | : Berit Karseth |
| Publisher | : Springer Nature |
| Total Pages | : 445 |
| Release | : 2022-04-01 |
| Genre | : Education |
| ISBN | : 3030919595 |
This open access book explores how policy makers draw on national, regional and international expertise in issuing school reform within five Nordic countries. In an era of international comparison, policy makers are expected to review best practices, learn from experiences from elsewhere, and apply international standards propelled by international organizations. Do they do so? What counts, for them, as evidence and expertise? The chapters draw methodologically on bibliometric data, network analysis, document analysis and expert interviews. They show compellingly how governments use “evidence” strategically and selectively for agenda setting and policy decisions. This book will be of interest and value to scholars of education policy, specifically within the Nordic region, and international and comparative education.
| Author | : Ninni Wahlström |
| Publisher | : Routledge |
| Total Pages | : 244 |
| Release | : 2019-12-18 |
| Genre | : Education |
| ISBN | : 1351008781 |
Global processes are transforming educational policy around the world in complex ways, with different implications for different local arenas. Over the last two decades, a global neoliberal policy paradigm has emerged, placing the teacher at its centre. Two well-known examples are the OECD report on education and training policy, ‘Teachers Matter’, and the McKinsey & Company report entitled ‘How the World’s Best-Performing School Systems Come Out on Top’. It now seems more important than ever to highlight some alternatives that might contribute to a broader understanding of the meaning of being a teacher. In a time of standardised performance and accountability, this special issue raises critical questions about the space for teachers’ agency and teachers as curriculum agents. The different articles from some of our most distinguished researchers in the field provide essential perspectives on the question of where, when and how teachers matter. Our interest is not primarily to understand the scope of teachers’ agency but rather to understand what becomes important for teachers in their everyday activities, such as teaching students, handling educational norms and rules, working in a local as well as a global society etc. A common theme throughout the articles is that teachers matter in spaces where they can act as moral subjects in their profession in the present, drawing on collective and individual experiences of the past whilst imagining a desired future. This book was originally published as a special issue of the Journal of Curriculum Studies.
| Author | : Stewart Riddle |
| Publisher | : Routledge |
| Total Pages | : 364 |
| Release | : 2019-05-13 |
| Genre | : Education |
| ISBN | : 1000006921 |
Contemporary education research, policy and practice are complex and challenging. The political struggle over what constitutes curriculum and pedagogy is framed by quasi-markets and technocratic models of education. This has had a significant effect on larger issues of policy. But it has also had profound effects inside educational sites in terms of the economics and politics of what is and is not considered 'legitimate' knowledge, over what should be taught, how it should be taught, and by whom. Re-imagining Education for Democracy takes up the unfinished project of resisting the de-democratisation of education and growing levels of social and educational inequality. Where are the spaces for change and articulating hopeful alternatives? How might we imagine and produce different futures? What are the opportunities for affirmative interference, and how could we produce a more sustainable re-imagining and re-doing of the critical project of education? The work is framed within two complementary sections: the first addresses some key policy, political and philosophical concerns of contemporary educational contexts, while the second provides a series of empirical case studies and other local–global narratives of resisting and reframing dominant discourses in education around the world. The chapters provide a range of empirical, methodological and conceptual focuses, from different educational communities and international contexts, engaging with the proposition of re-imagining education for democracy in multiple and diverse ways. This book will be essential reading for researchers and students of education research, policy and practice.
| Author | : Abe Ata |
| Publisher | : Routledge |
| Total Pages | : 261 |
| Release | : 2017-12-22 |
| Genre | : Education |
| ISBN | : 1351781928 |
Educational Reciprocity and Adaptability challenges the common belief that adapting to new educational settings is the responsibility of international students alone. The book argues that reciprocal responses are required by students and stakeholders alike for an efficient and equitable accommodation of international students in educational settings. Considering how international students negotiate academic challenges and social tensions, it presents both theoretical frameworks and practical tools to work around the tension regarding ethical academic practices. Crucially exploring these issues across a range of geographical and institutional contexts, and therefore offering critical insights into significant developments in international education across the world, the much-needed research in this edited collection explores: institutional educational policies regarding international students and stakeholders; institutional practices and how they are received; educational adaptability and responses from different stakeholders; the experiences of international students and institutions in negotiating academic and social tensions. This important contribution to research on the experiences of international students in different geographical and educational contexts is of great interest to academics, researchers and postgraduate students in the fields of international education, comparative education, sociology of education, youth studies, intercultural studies, migration studies and TESOL.
