LEADER 01469nam--2200397---450- 001 990002381820203316 005 20101123111605.0 010 $a2-8027-1077-X 035 $a000238182 035 $aUSA01000238182 035 $a(ALEPH)000238182USA01 035 $a000238182 100 $a20050128d1997----km-y0itay0103----ba 101 $afre 102 $aBE 105 $a||||||||001yy 200 1 $a<> Convention europeenne des droits de l'homme$edéveloppements récents et nouveaux défis$eactes de la journee d'etudes du 30 novembre 1996 organisee a l'Institut des hautes etudes europeennes de Strasbourg a la memoire de Marc-Andre Eissen$fJean-Francois Flauss et Michel de Salvia (edit.) 210 $aBruxelles$cNemesis$cBruylant$d1997 215 $a198 p.$d22 cm 225 2 $aDroit et justice$v19 410 0$12001$aDroit et justice$v19 606 0 $aConvenzione europea dei diritti dell'uomo 676 $a341.481 702 1$aFLAUSS,$bJean-Francois 702 1$aDE SALVIA,$bMichele 702 1$aEISSEN,$bMarc-Andre 801 0$aIT$bsalbc$gISBD 912 $a990002381820203316 951 $aXXIII.2.E. 25 (IG VIII 11 347)$b37984 G.$cXXIII.2.E. 25 (IG VIII 11)$d00089499 959 $aBK 969 $aGIU 979 $aMARIASEN$b90$c20050128$lUSA01$h1542 979 $aRSIAV2$b90$c20091020$lUSA01$h1426 979 $aRSIAV2$b90$c20101123$lUSA01$h1116 996 $aConvention europeenne des droits de l'homme$9658253 997 $aUNISA LEADER 03366oam 2200661I 450 001 9910522595203321 005 20241107095051.0 010 $a9781003218067 010 $a1003218067 010 $a9781000571714 010 $a1000571718 010 $a9781000571653 010 $a1000571653 024 7 $a10.4324/9781003218067 035 $a(CKB)5600000000080793 035 $a(OCoLC)1281773575 035 $a(OCoLC-P)1281773575 035 $a(FlBoTFG)9781003218067 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/78084 035 $a(MiAaPQ)EBC7244736 035 $a(Au-PeEL)EBL7244736 035 $a(ODN)ODN0008763933 035 $a(ScCtBLL)045384e3-5433-4cef-b805-1342ca619804 035 $a(oapen)doab78084 035 $a(EXLCZ)995600000000080793 100 $a20211102h20222022 uy 0 101 0 $aeng 135 $aurcnu---unuuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aEquity, teaching practice and the curriculum $eexploring differences in access to knowledge /$fedited by Ninni Wahlstrom 205 $a1 ed. 210 $cTaylor & Francis$d2022 210 1$aAbingdon, Oxon ;$aNew York, NY :$cRoutledge,$d2022. 210 4$d©2022 215 $a1 online resource (xi, 158 pages) 225 1 $aRoutledge research in education 311 08$a1-03-211021-X 311 08$a1-03-211020-1 330 $aThis book explores how different classroom discourses and concepts of knowledge permeate teaching in high- and low-performance classrooms. Drawing on empirical research from classrooms in Sweden, it presents a theory-based framework for classroom research. The book examines the central concepts of knowledge, curriculum, pedagogy and equity to discuss differences in access to knowledge and the implications of these differences for students' future opportunities and well-being. It analyses the relationships between different teaching factors and discusses teaching from democratic perspectives developed within curriculum theory. Combining insights from curriculum theory with insights from sociolinguistic and sociocultural classroom research, this project breaks new ground in how knowledge from curriculum content is recontextualised into concrete teaching practices in the context of a standards-based curriculum. Providing valuable insights into the intersections between classroom practice, student performance and teacher expectations, this book will be of great interest to academics, researchers and post-graduate students in the fields of curriculum research, education policy, teacher education and classroom practice. 410 0$aRoutledge Research in Education Series 606 $aEducational equalization 606 $aEDUCATION / Curricula$2bisacsh 606 $aEDUCATION / Teaching Methods & Materials / General$2bisacsh 615 0$aEducational equalization. 615 7$aEDUCATION / Curricula 615 7$aEDUCATION / Teaching Methods & Materials / General 676 $a379.2/6 686 $aEDU007000$aEDU029000$2bisacsh 700 $aWahlström$b Ninni$4edt$01357042 702 $aWahlstro?m$b Ninni 801 0$bOCoLC-P 801 1$bOCoLC-P 906 $aBOOK 912 $a9910522595203321 996 $aEquity, teaching practice and the curriculum$93362366 997 $aUNINA