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Record Nr. |
UNINA9910958736203321 |
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Autore |
Luke Allan |
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Titolo |
Curriculum, Syllabus Design and Equity : A Primer and Model |
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Pubbl/distr/stampa |
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Hoboken, : Taylor and Francis, 2012 |
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New York : , : Routledge, , 2012 |
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ISBN |
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1-283-59003-4 |
9786613902481 |
0-203-83345-7 |
1-136-84344-2 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (181 p.) |
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Classificazione |
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EDU000000EDU007000EDU029000 |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Curriculum planning -- Methodology |
Educational equalization |
Social justice -- Study and teaching |
Curriculum planning - Methodology |
Educational equalization - Study and teaching |
Social justice |
Education |
Social Sciences |
Theory & Practice of 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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Note generali |
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Description based upon print version of 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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Cover; Title Page; Copyright Page; Contents; Preface; Acknowledgments; 1 Introduction: The Practical Problem of Curriculum Making; 2 Curriculum Design, Equity and the Technical Form of the Curriculum; 3 School Subjects and Academic Disciplines: The Differences; 4 Curriculum Policy Guidelines: Context, Structures and Functions; 5 The Technological Solution to Reading Education: A Century of Frustration; 6 Sustaining Teacher Professionalism in the Context of Standards Referenced Assessment Reform; 7 Social Justice Visions and Curriculum Realities in the Early Years of Education |
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8 Curricular Conversations: Literacy Teaching and Learning in the Middle Years9 Improving Secondary Schools; 10 Generalizing Across Borders: Policy and the Limits of Educational Science; List of Contributors; Index |
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Sommario/riassunto |
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Curriculum scholars and teachers working for social justice and equity have been caught up in acrimonious and polarizing political debates over content, ideology, and disciplinary knowledge. At the forefront in cutting through these debates and addressing the practical questions involved, this book is distinctive in looking to the technical form of the curriculum rather than its content for solutions. The editors and contributors, all leading international scholars, advance a unified, principled approach to the design of curriculum and syllabus documents that aims for high quality/high equi |
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