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1. |
Record Nr. |
UNINA990007681970403321 |
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Autore |
Gerth, Axel |
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Titolo |
Atypische Kreditsicherheiten : liquiditatsgarntien und Patronatserklarungen deutscher undauslandischer. Muttergesellschaften / Axel Gerth |
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Pubbl/distr/stampa |
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Edizione |
[2 Aufl.] |
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Descrizione fisica |
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Disciplina |
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Locazione |
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Collocazione |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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2. |
Record Nr. |
UNINA9910349334803321 |
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Autore |
Pieters Jules |
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Titolo |
Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning / / edited by Jules Pieters, Joke Voogt, Natalie Pareja Roblin |
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Pubbl/distr/stampa |
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Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 |
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ISBN |
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Edizione |
[1st ed. 2019.] |
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Descrizione fisica |
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1 online resource (XII, 424 p. 13 illus.) |
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Classificazione |
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EDU007000EDU031000EDU039000EDU043000EDU046000 |
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Disciplina |
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Soggetti |
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Education - Curricula |
Teachers - Training of |
Educational technology |
International education |
Comparative education |
Professional education |
Vocational education |
Curriculum Studies |
Teaching and Teacher Education |
Digital Education and Educational Technology |
International and Comparative Education |
Professional and Vocational Education |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Foreword -- Section One: Setting the Scene for Curriculum Innovation -- Section Two: Analysis -- Section Three: Design and Implementation -- Section Four: Impact on Students, Teachers and Institutional Practices -- Section Five: Sustainability of Curriculum Innovations -- Section Six: Conclusions and Perspectives. . |
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Sommario/riassunto |
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This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with |
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specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co-)design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change.Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation. |
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