00799nam0-22002651i-450-99000576152040332119990530000576152FED01000576152(Aleph)000576152FED0100057615219990530d1933----km-y0itay50------baitayf------00---<<Le >>"Delizie Estensi" e l'AriostoFasti e piaceri di Ferrara nella RinascenzaGianna PazziPescaraCase tip. editr. Jecco1933XI, 279 p, 9 tav.33 cmPazzi,Gianna220052ITUNINARICAUNIMARCBK990005761520403321GLOTT. B VII b 52IST.GLOTT. S.I.FLFBCFLFBC"Delizie Estensi" e l'Ariosto570705UNINA10717nam 22004693 450 991084186150332120240227084504.03-031-21155-3(MiAaPQ)EBC31176168(Au-PeEL)EBL31176168(MiAaPQ)EBC31195978(Au-PeEL)EBL31195978(EXLCZ)993050793670004120240227d2024 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierHandbook of Curriculum Theory, Research, and Practice1st ed.Cham :Springer International Publishing AG,2024.©2024.1 online resource (1001 pages)Springer International Handbooks of Education Series3-031-21154-5 Intro -- Acknowledging the Land -- Contents -- About the Editors -- Contributors -- Introduction -- Toward a New Ecology of Curriculum: An Education Yet-to-Come -- Curriculum as Beginning -- Curriculum as Placing -- Curriculum as Caring -- Curriculum as Storying -- Curriculum as Changing -- Curriculum as Liberating -- Curriculum as Designing -- Curriculum as Teaching -- Part I: Curriculum as Beginning -- Child´s Play: Play as an Informal, Relational Curriculum of Childhood -- Introduction -- Social Learning and Socialization -- Relational Understandings of Curriculum -- Socialization: Traditional Models and Child-Centered Reframings -- Bourdieu: Habitus and Practice -- Children´s Perspectives of Play -- Play As a Social Practice of Childhood: Curriculum, Socialization, Relationship, and Habitus -- References -- Theory and Application of an Emergent Curriculum -- Introduction -- Emergent Curriculum Versus Conventional Curriculum -- Global Competencies and Their Connection to STEM -- Theoretical Perspectives -- Research Partnerships and STEM Professional Development -- Preschool STEM: An Emergent Curriculum in Action -- Additional Examples -- Concluding Remarks -- References -- Early Years Curriculum in Practice: iACT´s Little Ripples Curriculum for Emergency Contexts -- Introduction -- Context -- Little Ripples Curriculum -- Little Ripples Curriculum Approach and Values -- Connection to Curriculum Theories -- Learning Through Play -- Mindfulness Pedagogy -- Trauma-Informed Early Childhood Education Practice -- Application to Practice -- Community-Led Practice -- Little Ripples Big Ideas -- Little Ripples Teacher Training: Early Years Curriculum in Practice -- Conclusion -- References -- Towards a Transformative and Reflexive Curriculum -- Introduction -- Inclusive Education for Global Learners: Building on an Intercultural Growth Mindset.Transforming Pedagogical Praxis and Differentiated Curriculum Planning -- Differentiating Curriculum Through a Participatory Visual Arts Approach -- Crossing Borders: A Transformative and Reflexive Curriculum Approach -- The Story of Malak: Depicting Forced Uprooting Through Children´s Eyes -- Discussing War and Peace -- Taking Responsive Action -- Children´s Multimodal Artwork: A Demonstrated Capacity of Intercultural Growth Mindset -- Concluding Remarks -- References -- School Gardens: Growing Ideal Children and Future Adults -- Introduction -- Method -- From Rousseau to Dewey to Jackman: Learning in the Garden -- Learning to Be Good -- Learning to Be a Citizen -- Learning to Produce -- Lessons Learned -- References -- Meritocracy, Equity, and Early Childhood Education in Singapore: Policies, Progress, and Future Challenges -- Introduction -- Meritocracy, Equity, and Policy in Singapore -- Early Childhood Education in Singapore: Policies and Approaches -- Preschool Curricula, Culture, and Needs -- Concluding Remarks -- References -- Part II: Curriculum as Placing -- Understanding Curriculum Amidst Doing Curriculum Research -- Where -- A Place to Begin? -- (Re)searching for a Question -- Re(-)turning(s) -- Seeing and Hearing -- Inside Hayashi Studio (Tzakok &amp -- Gray, 2019) -- The Seen and the Heard as the Shown and the Told -- Seeing and Hearing the Seen and Heard as the Shown and Told -- Dis-covering -- Inside Hayashi Studio (Tzakok &amp -- Gray, 2019) -- Dis-covering the Unseen and Unheard -- Recovering -- Inside Hayashi Studio (Tzakok &amp -- Gray, 2019) -- Recovering the (Un)seen and (Un)heard -- Pressing Re(-)turn: Homeward to Where -- References -- Mother Earth as Emergent Curriculum -- Beginning with Mother Earth -- Relating to Mother Earth -- Acknowledging Mother Earth -- Walking Gently on Mother Earth -- References.Children´s Embodiment of a Land Ethic -- Children´s Embodiment of a Land Ethic -- Recognizing the Land -- Aldo Leopold and a Land Ethic -- Research Community and Design -- Children´s Engagement with the Land -- The Garden -- The Mural and Walk -- Children´s Thinking About the Land -- The Garden -- The Community -- The World -- A Land Ethic in Curriculum and Pedagogy -- References -- Ruminations on Rocks: Ethical and Ecological Turns in Witnessing -- Introduction: Rumination on Rocks -- Witnessing: ``Complicated Conversations´´ -- Re/turns Toward an Ethics of Witnessing -- Ecological Ethics and Post-humanist Turns -- Conclusion: Ecological Witnessing - Curricular Implications -- References -- The Twinning of Bildung and Competence in Environmental and Sustainability Education: Nordic Perspectives -- Introduction -- Policy Context for ESE -- Conceptualizations of Action Competence in Key Theoretical Texts -- The Use of the Action Competence Concept in Nordic Guidelines for Practice -- Concluding Discussion -- References -- A Canadian Curriculum Theory Project -- What Is a Canadian Curriculum Theory Project? -- Provoking the ``Idea´´ of Curriculum Studies in Canada -- Re/constructing A Curriculum Theory Project in Canada -- References -- Part III: Curriculum as Caring -- Helping Young People Feel That They Matter -- Introduction -- Peace Education -- Fostering Young People´s Eudaimonic Well-Being -- The Rise of Well-Being Curricula -- But What Kind of Well-Being: Hedonia or Eudaimonia -- Critiques of Well-Being Curricula -- Being-With: Holding the Space for Struggle -- Being-Well: Young People As Agents of Change -- Final Reflections and Ways Forward -- References -- Music Making, Empathy, Prosocial Behavior, and Happiness in Young Learners: An Autoethnography on Bullying Intervention -- Prelude -- Three Autoethnographic Vignettes.Vignette One: Negotiating Differences in Songwriting -- Vignette Two: Developing an Ensemble of Empathy -- Vignette Three: Sharing Our Song of Kindness -- Discussion and Findings -- Postlude -- References -- Poetic Peace Education: A Curriculum Connecting the Mind, Body, and Heart in Workshop Spaces -- Introduction -- Peace Education -- Responding to the Crises -- Four Paths Forward -- Arts at the Nexus -- Poetry and Peace Education in Practice -- Cross-Pollinating Poetry and Peace -- Saying the Unsayable: Poetry as Second-Order Reflexivity -- Poetic Peace Education -- Conclusion -- References -- A School for the Anthropocene: Questions About Hospitality in a Curriculum of Existential Threat -- Introduction -- Overview of the ``Teaching in the Anthropocene´´ Course -- Ruitenberg´s Unlocking the World: An Exploration of Derrida´s Hospitality -- Choice 1: Welcoming Existential Threat -- Choice 2: Welcoming No Limitations -- Discussion: The ``Never Good Enough´´ Climate Change Educator -- References -- Repurposing Public Art as Education -- Public Art, Cultural Politics, and Social Engagement -- The Evolution of Social Sculpture -- Reconstructions of Home: A Wandering as Socially Engaged Public Art -- ``Imaginative Geographies´´ of Homelessness and The Bentway -- Remapping Public Space and Repurposing Art as Socially Engaged -- Coda -- References -- Curricular Convergences and Divergences Around Global Citizenship Education: Between the Universal and the Pluriversal -- Introduction -- Global Citizenship in Historical and Decolonial Perspective -- On the Coloniality of Global Citizenship Education and Its Alternatives -- Concluding Remarks -- References -- Part IV: Curriculum as Storying -- Curriculum and Narrativity: Understanding Curricula as Narratives -- Introduction -- Curricula and Grand Narratives -- Bildung -- Pancasila -- Narratives of Phenomena.Competence-Based Curricula and Narrativity -- Cultural Narratives in Curricula -- Discussion -- References -- Postcards from the Field: Reflections on Being Participant/Researcher in Participatory Research -- References -- Preservice Teacher Curriculum Reform -- Introduction -- Neoliberalism´s Current and Potential Future Impact on Higher Education -- Preservice Teacher Reflective Practice Needs a Reform -- Multiple Perspectives Through Exploring Teacher Candidates´ Autobiographies -- Resistance to Autobiographical Narratives Despite Their Transformative Potential: Why? -- Patriarchal Influence on the Structure of Schooling -- Vulnerability -- Digital Storytelling: Autobiographical Storytelling to Reform Reflective Practice in Preservice Teacher Education -- The Five Cs Framework and Relational Encounters in Teaching -- References -- Sociological Diaries of Students: Lived Curriculum in the Time of Disaster -- Introduction -- Personal Written Narratives as Data -- Testimonies of Lived Curriculum from the Covid-19 Spring -- Transformation -- Love and Social Distancing -- Interdependence -- Reviving -- Routines -- Planetary Reflections -- Coping -- Adaptation -- ``Normality´´ -- Privilege -- Togetherness in Homelessness -- Being -- Toward Lived Curriculum as Relational Pedagogy´s Practice of in-between -- References -- Teaching with Madness in Pre-service Early Childhood Education and Care (ECEC) -- Piaget Is Not a Friend of Mine: Discontents with Developmentalism -- Pre-Service ECEC: Contextualizing Its Foundation -- Mad Studies: Defining the Debates -- Coming Out Mad: Critiquing ECEC from Inside Through Mad Narratives -- Addressing Sanism and Incorporating Mad Epistemologies, Pedagogies, and Subjectivities into Pre-Service ECEC -- Conclusion -- References -- Curricular Readings, Conversational Writings: Dialogue on a Book Club.A Brief History of Book Clubs and Social Reading.Springer International Handbooks of Education SeriesTrifonas Peter Pericles1442780Jagger Susan1730764MiAaPQMiAaPQMiAaPQBOOK9910841861503321Handbook of Curriculum Theory, Research, and Practice4142110UNINA03459nam 22006735 450 991096857020332120220117221104.09789460918582946091858110.1007/978-94-6091-858-2(CKB)2670000000281370(EBL)3034743(SSID)ssj0000879683(PQKBManifestationID)11486704(PQKBTitleCode)TC0000879683(PQKBWorkID)10871946(PQKB)11280919(DE-He213)978-94-6091-858-2(MiAaPQ)EBC3034743(OCoLC)858885189(nllekb)BRILL9789460918582(MiAaPQ)EBC1083737(Au-PeEL)EBL3034743(CaPaEBR)ebr10614863(Au-PeEL)EBL1083737(OCoLC)827212326(PPN)168342820(EXLCZ)99267000000028137020121026d2012 u| 0engur|n|---|||||txtccrScience in Primary Schools: Examining the Practices of Effective Teachers /by Angela Fitzgerald1st ed. 2012.Rotterdam :SensePublishers :Imprint: SensePublishers,2012.1 online resource (119 p.)Description based upon print version of record.9789460918575 9460918573 9789460918568 9460918565 Includes bibliographical references.Preliminary Material -- Introduction -- Methodological Approach and Design -- Introducing Deanne and Lisa -- Teaching for Student Engagement in Science -- Providing Students with Concrete Experiences of Science -- Supporting Students to Talk about and Represent their Learning in Science -- Monitoring Students’ Learning in Science -- Developing Scientifically Literate Students -- Conclusions and Reflections -- References.If the status and quality of science education in schools is to improve, efforts need to be made to better understand the classroom practices of effective science teachers. Teachers are key players in a re-imagining of science education. This book explores how two primary school teachers, identified as effective practitioners, approached science teaching and learning over a unit of work. In recording the teaching and learning experiences in their classrooms, the author highlights how the two teachers adopted different approaches, drawing on their particular beliefs and knowledge, to support student learning in science in ways that were appropriate to their contexts as well as reflected their different experiences, strengths and backgrounds. Through sharing their stories, this book illustrates, that due to the complex nature of teaching and learning, there is no one way of defining effectiveness. In documenting this research, it is hoped that other teachers and teacher educators will be inspired to think about primary school science education in innovative ways.EducationEducationEducation.Education.370Fitzgerald Angela1793298MiAaPQMiAaPQMiAaPQBOOK9910968570203321Science in Primary Schools: Examining the Practices of Effective Teachers4332984UNINA