LEADER 05239nam 22006855 450 001 9910148792603321 005 20200630100903.0 024 7 $a10.1007/978-981-10-2081-0 035 $a(CKB)3710000000918207 035 $a(DE-He213)978-981-10-2081-0 035 $a(MiAaPQ)EBC4729047 035 $a(EXLCZ)993710000000918207 100 $a20161026d2017 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aKnowledge at the Crossroads? $ePhysics and History in the Changing World of Schools and Universities /$fby Lyn Yates, Peter Woelert, Victoria Millar, Kate O'Connor 205 $a1st ed. 2017. 210 1$aSingapore :$cSpringer Singapore :$cImprint: Springer,$d2017. 215 $a1 online resource (XII, 257 p.) 311 $a981-10-2079-5 311 $a981-10-2081-7 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aIntroduction -- Chapter 1 Researching the changing world of education -- Part I: Re-thinking and reform of education today - Foundations and debates -- Chapter 2 Knowledge and education in the 21st century -- Chapter 3 History and physics as disciplines -- Chapter 4 New public management and the changing governance of universities -- Chapter 5 The changing agendas and governance of the school curriculum -- Part II Schools -- Chapter 6 Australian 'history wars': The contested purpose of history in the curriculum -- Chapter 7 The physics curriculum: What is the 'discipline' that needs to be nurtured? -- Chapter 8 Inward and outward facing knowledge: Curriculum purposes and slippages -- Part III Universities -- Chapter 9 'What does your discipline look like and how does it matter?' Historians and physicists talk -- Chapter 10 Disciplines and interdisciplinarity -- Chapter 11 Performance measurement and management -- Part IV: Knowledge, disciplinarity and the future -- Chapter 12 Regulation and governance in Australia: Implications for knowledge work -- Chapter 13 Genericism and specialisation: An ongoing problematic for schools and universities -- Chapter 14 Knowledge, disciplines, identities and the structuring of education. 330 $aThere is much discussion about what needs to change in education institutions in the 21st century, but less attention given to how core disciplinary studies should be considered within that context. This book is based on a major 4-year research study of history and physics in the changing environment of schools and universities in Australia. Are these forms of knowledge still valuable for students? Are they complementary to, or at odds with the concerns about ?21st century skills?, interdisciplinary and collaborative research teams, employability and ?learner-centred? education? How do those who work in these fields see changes in their disciplines and in their work environment? And what are the similarities and differences between the experiences of teachers and academics in physics and those in history? The book draws on interviews with 115 school teachers and university academics to provide new perspectives on two important issues. Firstly, how, for the purposes of today?s schools and universities, can we adequately understand knowledge and knowledge building over time? Secondly, what has been productive and what has been counter-productive in recent efforts to steer and manage the changes in Australia? 606 $aCurriculums (Courses of study) 606 $aEducation?Curricula 606 $aEducational policy 606 $aEducation and state 606 $aScience education 606 $aChild development 606 $aHigher education 606 $aCurriculum Studies$3https://scigraph.springernature.com/ontologies/product-market-codes/O15000 606 $aEducational Policy and Politics$3https://scigraph.springernature.com/ontologies/product-market-codes/O19000 606 $aScience Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O27000 606 $aEarly Childhood Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O37000 606 $aHigher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O36000 615 0$aCurriculums (Courses of study). 615 0$aEducation?Curricula. 615 0$aEducational policy. 615 0$aEducation and state. 615 0$aScience education. 615 0$aChild development. 615 0$aHigher education. 615 14$aCurriculum Studies. 615 24$aEducational Policy and Politics. 615 24$aScience Education. 615 24$aEarly Childhood Education. 615 24$aHigher Education. 676 $a375 700 $aYates$b Lyn$4aut$4http://id.loc.gov/vocabulary/relators/aut$0945521 702 $aWoelert$b Peter$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aMillar$b Victoria$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aO'Connor$b Kate$4aut$4http://id.loc.gov/vocabulary/relators/aut 906 $aBOOK 912 $a9910148792603321 996 $aKnowledge at the Crossroads$92513009 997 $aUNINA