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Record Nr. |
UNINA9910806862103321 |
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Titolo |
Curriculum and instruction / / volume editor, A. Jonathan Eakle |
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Pubbl/distr/stampa |
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Thousand Oaks, Calif. : , : Sage Publications, , 2012 |
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ISBN |
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1-78268-277-5 |
1-4522-6663-8 |
1-4522-1846-3 |
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Descrizione fisica |
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1 online resource (xxviii, 344 pages) |
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Collana |
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Debating issues in American education ; ; volume 2 |
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Disciplina |
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Soggetti |
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Curriculum planning - United States |
Public schools - Curricula - United States |
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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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Note generali |
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Description based on print version record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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""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""; |
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""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"" |
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Sommario/riassunto |
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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. |
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