| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910480434503321 |
|
|
Titolo |
Curriculum and instruction / / volume editor, A. Jonathan Eakle |
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Thousand Oaks, California : , : SAGE Publications, , 2012 |
|
|
|
|
|
|
|
ISBN |
|
1-78268-277-5 |
1-4522-6663-8 |
1-4522-1846-3 |
|
|
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (377 p.) |
|
|
|
|
|
|
Collana |
|
Debating issues in American education ; ; volume 2 |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Curriculum planning - United States |
Public schools - Curricula - United States |
Electronic books. |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and index. |
|
|
|
|
|
|
Nota di contenuto |
|
""CURRICULUM AND INSTRUCTION-FRONT COVER""; ""CURRICULUM AND INSTRUCTION""; ""CONTENTS""; ""ABOUT THE EDITORS-IN-CHIEF""; ""ABOUT THE VOLUME EDITOR""; ""ABOUT THE CONTRIBUTORS""; ""INTRODUCTION""; ""THEORIES OF EDUCATION ANDITS DESIGN AND PRACTICE""; ""Democratic Education""; ""Education and Privilege""; ""Mentorship, Education, and Disciplinary Knowledge""; ""Discipline and Control Models of Curriculum and Instruction""; ""HOW TO READ WHAT FOLLOWS""; ""Further Readings and Resources""; ""1. Do Curriculum and Instruction in Schools Need to Be More or Less Programmatic?"" |
""OVERVIEW: A. Jonathan Eakle, The Johns Hopkins University""""POINT: Marcia H. Davis The Johns Hopkins University""; ""PROGRAMMATIC INSTRUCTION AND THE INEXPERIENCED TEACHER""; ""EXPERIENCED TEACHERS AS INEXPERIENCED CURRICULUM WRITERS""; ""CONSISTENCY AND COOPERATION AMONG TEACHERS""; ""SYSTEMATIC INSTRUCTION""; ""PROFESSIONAL DEVELOPMENT""; ""SCHOOL TURNAROUND""; ""CONCLUSION""; ""COUNTERPOINT: Judith T. Lysaker Purdue University""; ""ECOSYSTEM OF RELATIONSHIPS AMONG STUDENTS, TEACHERS, AND CURRICULUM""; ""Teacher�Learner Relationship""; ""Learner�Curriculum Relationship"" |
""Teacher�Curriculum Relationship""""PROGRAMMED CURRICULUM |
|
|
|
|
|
|
|
|
|
|
|
AND THE DISRUPTION OF THE ECOSYSTEM OF RELATIONSHIPS""; ""CONCLUSION""; ""Further Readings and Resources""; ""Court Cases and Statutes""; ""2. Should Teachers Have a Voice in Statewide Curricula Decisions?""; ""OVERVIEW: A. Jonathan Eakle, The Johns Hopkins University""; ""POINT: Jennifer Jones Radford University""; ""TEACHERS ARE CONTENT AND PRACTICE EXPERTS""; ""TOP-DOWN MODELS ARE INEFFECTIVE""; ""TEACHERS ARE PROFESSIONALS""; ""ACCOUNTABILITY REQUIRES PARTICIPATION"" |
""COUNTERPOINT: Stergios G. Botzakis The University of Tennessee""""TEACHERS� LIMITATIONS""; ""A MODEL THAT WORKS""; ""VOICES FROM OUTSIDE""; ""CONCLUSION""; ""Further Readings and Resources""; ""Court Cases and Statutes""; ""3. Does National Accreditation of Education Schools Improve Teacher and Education Leadership Programs?""; ""OVERVIEW: A. Jonathan Eakle, The Johns Hopkins University""; ""POINT: Katharine Rasch Maryville University""; ""OPPORTUNITIES""; ""RESULTS OF EMPHASIS ON ASSESSMENT""; ""POLICY QUESTIONS""; ""CONCLUSION"" |
""COUNTERPOINT: David Reinking and Jamie Colwell Clemson University""""BACKGROUND""; ""FUNDAMENTAL LIMITATIONS OF ACCREDITATION""; ""WEAK WARRANTS FOR PROGRAMMATIC IMPROVEMENT""; ""CONCLUSION""; ""Further Readings and Resources""; ""Court Cases and Statutes""; ""4. Should Standardized Student Assessments Guide Curriculum and Instruction in Schools?""; ""OVERVIEW: A. Jonathan Eakle, The Johns Hopkins University""; ""POINT: Marc L. Stein The Johns Hopkins University""; ""STANDARDS-BASED REFORM""; ""A CONCEPTUAL FRAMEWORK OF CURRICULUM""; ""IMPACT OF ASSESSMENT ON CURRICULUM AND INSTRUCTION"" |
""Assessment and Curriculum Content Standards"" |
|
|
|
|
|
|
Sommario/riassunto |
|
The education of America's school children has many contentious issues. This volume in the point/counterpoint 'Debating Issues in American Education reference series tackles the topic of curriculum and instruction. Each chapter opens with an introductory essay by the volume editor, followed by point/counterpoint articles written and signed by invited experts, and concludes with further readings and resources. |
|
|
|
|
|
|
|
| |