01083nam--2200373---450-99000338699020331620100414131951.0000338699USA01000338699(ALEPH)000338699USA0100033869920100414d1979----km-y0itay50------baitaIT||||||||001yyEtruschi e Italici prima del dominio di RomaRanuccio Bianchi Bandinelli, Antonio GiulianoMilanoRizzoli1979436 p.ill.20 cmBur Arte2001Bur Arte2001<<Les>> Etrusques et l'Italie avant Rome29183001-------2001Arte etrusca709.01BIANCHI BANDINELLI,Ranuccio33601GIULIANO,Antonio23685ITsalbcISBD990003386990203316AA 12,318676 DSABKDSADSA1020100414USA011319Etrusques et l'Italie avant Rome29183UNISA04383nam 22008295 450 991094691730332120260119182937.09783031746611303174661910.1007/978-3-031-74661-1(CKB)37178143000041(MiAaPQ)EBC31879509(Au-PeEL)EBL31879509(DE-He213)978-3-031-74661-1(EXLCZ)993717814300004120250103d2025 u| 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierDeveloping Curriculum for Deep Thinking The Knowledge Revival /by Tim Surma, Claudio Vanhees, Michiel Wils, Jasper Nijlunsing, Nuno Crato, John Hattie, Daniel Muijs, Elizabeth Rata, Dylan Wiliam, Paul A. Kirschner1st ed. 2025.Cham :Springer Nature Switzerland :Imprint: Springer,2025.1 online resource (114 pages)SpringerBriefs in Education,2211-193X9783031746604 3031746600 1.Introduction -- 2.How knowledge matters -- 3.Knowledge matters: a learning perspective -- 4.Knowledge matters: a sociological perspective -- 5.Knowledge matters: a democratic perspective -- 6.Knowledge and the curriculum -- 7.Everything starts with the curriculum -- 8.Curriculum as a pendulum -- 9.Towards the best of both worlds: a knowledge-rich curriculum -- 10.On Content-richness -- 11.On Coherence -- 12.On Clarity -- 13.What are the effects of a knowledge-rich curriculum -- 14.Concluding remarks -- 15.Executive summary -- 16. References.This open access book discusses why the seemingly straightforward strategy of teaching children how to think deeply does not work and offers an alternative way forward for the curriculum to achieve these objectives. Over the years, the role of knowledge in the curriculum has, like a pendulum, shifted between two extremes, from highly visible to virtually invisible knowledge elements. Insights from cognitive and educational psychology, sociology, and curriculum studies are used to underpin the current knowledge revival that is widely being observed in education. A knowledge-rich curriculum is proposed by the authors as not only the soundest way forward to both effectively acquire knowledge and complex cognitive skills in school, but also as a crucial lever to achieve equitable opportunities for all students. In understanding how a knowledge-rich curriculum can enhance learning, three overarching principles are discussed: (1) content-richness, (2) coherence, and (3) clarity. These principles are illustrated through practical examples from schools and educators who have effectively integrated knowledge-rich curricula.SpringerBriefs in Education,2211-193XTeachersTraining ofStudy skillsEducationCurriculaTeaching and Teacher EducationStudy and Learning SkillsCurriculum StudiesMètodes d'estudithubCurrículums (Ensenyament)thubAprenentatgethubPensament críticthubSociologia de l'educacióthubLlibres electrònicsthubTeachersTraining of.Study skills.EducationCurricula.Teaching and Teacher Education.Study and Learning Skills.Curriculum Studies.Mètodes d'estudiCurrículums (Ensenyament)AprenentatgePensament críticSociologia de l'educació370.711Surma Tim1791491Vanhees Claudio1791492Wils Michiel1791493Nijlunsing Jasper1791494Crato Nuno1333754Hattie John1791495Muijs Daniel1791496Rata Elizabeth1791497Wiliam Dylan1644838Kirschner Paul A1791498MiAaPQMiAaPQMiAaPQBOOK9910946917303321Developing Curriculum for Deep Thinking4328858UNINA