by
ClickView (Firm)
Call Number
XX(301224.1)
Summary
Knowledge is a tradeable commodity and a driving force in global life. Modern learning is about using information to construct new understandings. Students need the ability to control knowledge - to access, organise, analyse, evaluate and use information effectively. This programme looks at specific higher order thinking skills - those that can be applied both in the classroom, and life beyond it. Content must be rich and contribute to the use of thinking skills and strategies. We show how a thinking curriculum can be introduced to and applied in the classroom.
Format:
Other
Relevance:
85042.6016
by
Ross, Alistair, 1956-
Call Number
375.0010941 22
Publication Date
2000
Summary
Opens up a more general debate on how the curriculum is shaped and the compromises made between different ideologies of the nature and purpose of education.
Format:
Electronic Resources
Relevance:
77631.5625
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by
ClickView (Firm)
Call Number
XX(301232.1)
Summary
The use of Information Communication Technology in schools is a major challenge. The task of successfully integrating ICT into the curriculum raises a number of questions. What is the role of this new tool? Does it actually enhance the educational process? How can ICT be successfully integrated into what schools are currently doing? Is ICT the change-agent that will take schools into a whole new way of learning? How do students feel about ICT? Is it just a gimmick? Does it actually engage all students, or does it turn some of them off? Through interviews and case studies, this programme will assist teachers in coming to some conclusions about the use of ICT and other issues arising from this major change in the way that learning is supported in the modern classroom.
Format:
Other
Relevance:
71876.7656
by
MacNaughton, Glenda.
Call Number
372.21 22
Publication Date
2003
Summary
"This should be essential reading for anyone involved in the training and professional development of early years practitioners ... It is an impressive analysis of the historical and contemporary 'big ideas' that have influenced societies ' and practitioners' views of children and the nature of the curriculum. There are powerful sections on parents and communities ... I particularly liked the stimulating 'ideas galleries' with their statements from researchers, policy-makers and practitioners around the world." "Nursery World", October 2004. This key textbook introduces students and practitioners to a wide range of different approaches to early childhood. It provides practical strategies for developing and implementing early learning experiences that promote excellence and equity for children. The book presents the latest research and thinking about good practice, discusses how various philosophies and beliefs influence decisions in early childhood education, and identifies the key thinkers behind each approach.; By examining different perspectives, the book helps early childhood practitioners to navigate their way through competing views, make informed choices, and be critically reflective in their work. In an accessible, lively and user-friendly way, it explores issues such as: what constitutes an appropriate early childhood curriculum; how best to study and assess children; and involving parents and children in early childhood learning. The book features a range of pedagogical devices to inspire early childhood workers to reflect critically on their work and the ideas underpinning it, including: boxed definitions of key terms; ideas summary charts and ideas galleries; clarification exercises; case studies; and further reading lists. This essential textbook is ideal for students undertaking early childhood qualifications at degree level, Masters courses in early childhood education, and for practitioners who work with children from birth to eight in early childhood settings.
Format:
Electronic Resources
Relevance:
63390.7656
by
Jacobs, Heidi Hayes.
Call Number
375.001 22
Publication Date
2004
Summary
Annotation Curriculum maps are among the simplest yet most effective tools for improving teaching and learning. Because they require people to draw explicit connections between content, skills, and assessment measures, these maps help ensure that all aspects of a lesson are aligned not only with each other, but also with mandated standards and tests. In Getting Results with Curriculum Mapping, Heidi Hayes Jacobs and her coauthors offer a wide range of perspectives on how to get the most out of the curriculum mapping process in districts and schools. In addition to detailed examples of maps from schools across the United States, the authors offer concrete advice on such critical issues as * Preparing educators to implement mapping procedures, * Using software to create unique mapping databases, * Integrating decision-making structures and staff development initiatives through mapping, * Helping school communities adjust to new curriculum review processes, and * Making mapping an integral part of literacy training. Teachers, administrators, staff developers, and policymakers alike will find this book an essential guide to curriculum mapping and a vital resource for spearheading school improvement efforts. Heidi Hayes Jacobs is the author of Mapping the Big Picture: Integrating Curriculum and Assessment, K 12 and Interdisciplinary Curriculum: Design and Implementation. She is based in Rye, New York.
Format:
Electronic Resources
Relevance:
60757.3945
by
Muller, Johan.
Call Number
379.68 21
Publication Date
2000
Summary
"Reclaiming Knowledge reasserts the importance of a strong view of knowledge for a robust sociology of knowledge, for analysing and formulating curricula, and for a responsible approach to education policy." "A recurring theme of the book is that constructivism, as a broad anti-epistemological movement, has taken a perfectly reasonable set of theses about the social constitution of knowledge, and radicalised it into a set of sceptical claims about reality itself. This has had pernicious effects upon the formulation of policy, the practice of education and the conduct of government." "Divided into three sections, the first section provides a general introduction to the notion of knowledge as a dynamic set of social interpretations which converge or diverge under certain conditions. The second section considers the issue of economic globalisation, and asks whether there are special requirements for thought and knowledge in such a world. Section three considers the emergence of new forms of thinking about curriculum and pedagogy, and the possibilities and limits of these forms of thinking. Section four does the same for policy formulation and analysis. The central question underlying each investigation is: how, in a world of uncertainty and challenge, do we develop a responsible knowledge practice?"--Jacket.
Format:
Electronic Resources
Relevance:
60138.8359
by
Laughlin, Candia Baker.
Call Number
610.73 23
Publication Date
2013
Format:
Electronic Resources
Relevance:
60136.1602
by
Raymond, Carole, 1955-
Call Number
363.119372 21
Publication Date
1999
Format:
Electronic Resources
Relevance:
60136.1328
by
Rappaport, Sol R.
Call Number
362.1968
Publication Date
1997
Summary
This book is designed to teach sexual abuse prevention skills to children with developmental disabilities based on their social reasoning abilities. Their vulnerabilities show the importance of providing this information to these children at a level consistent with their reasoning abilities. In order to educate children with developmental disabilities about sexual abuse prevention one must first teach children about their bodies. The curriculum presented in this book meets both of these goals. The book's primary audience is special education teachers, social workers, nurses, and psychologists.
Format:
Electronic Resources
Relevance:
60136.1016
by
Drake, Susan M., 1944-
Call Number
375.00973 22
Publication Date
2004
Summary
Many schools under pressure to meet new standards of learning mistakenly believe that they must adopt a narrow curriculum that imposes strict boundaries on what students are taught. In this book, Susan M. Drake and Rebecca C. Burns address this issue by offering strategies for synchronizing standards across the disciplines. At the heart of the book is the KNOW/DO/BE framework, which teachers can use to ensure a curriculum that is both rigorous and relevant to K-12 students at all stages of proficiency. Among other things, this comprehensive framework allows teachers to: . Map curriculum . Scan and cluster standards . Develop assessments and guiding questions . Align integrated instructional strategies and assessments Though the authors draw much of their data from research on integration, their focus is on analyzing the real-life experiences of teachers who have successfully integrated their curricula in the service of accountability. The many benefits of this approach that the authors explore include lower absenteeism, fewer behavioral problems, and higher rates of homework completion among students. By combining case studies with a wealth of supporting research, Meeting Standards Through Integrated Curriculum offers teachers a user-friendly system for meeting standards while advancing broad-based learning.
Format:
Electronic Resources
Relevance:
60134.2422
by
Eakle, A. Jonathan, 1957- editor.
Call Number
375.001 23
Publication Date
2012
Summary
Provides views on multiple sides of curriculum and instruction issues in America's schools and offers more in-depth resources for further exploration. Explores such varied issues as alternative curriculum, curriculum control, standardized curricula, subject- versus student-centered curricula, and textbooks.
Format:
Electronic Resources
Relevance:
60133.5313
by
Edwards, Julia
Call Number
ARC 664 EDW
Publication Date
1981
Format:
Books
Relevance:
57761.6367
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