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The secondary curriculum design handbook : preparing our children for their futures / / Brian Male and Mick Waters
| The secondary curriculum design handbook : preparing our children for their futures / / Brian Male and Mick Waters |
| Autore | Male Brian |
| Pubbl/distr/stampa | London, [England] ; ; New York, New York : , : Continuum, , 2012 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 375/.001 |
| Soggetto topico |
Curriculum planning
Education, Secondary - Curricula Curriculum planning - Great Britain Education, Secondary - Curricula - Great Britain |
| ISBN |
1-4411-5998-3
1-283-94844-3 1-4411-1074-7 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; HalfTitle; Series; Title; Copyright; Contents; Foreword; Introduction; SECTION I: How do we design a curriculum?; 1 Curriculum design; More than planning; More than the national curriculum or the examination syllabus; More than the subjects and programmes of study; More than knowledge; More than lessons; What are we trying to achieve?; The three circles; The statue; More than the first chapter; 2 A twenty-first century curriculum?; What do young people need to learn in order to succeed in the twenty-first century?; Common around the world; Taking account of wider challenges
So how are countries reflecting the 'economic and social changes' in their curricula?And what about England?; A response to the twenty-first century; Personal development; Thinking and learning skills; Essential literacy, numeracy and ICT: Back to basics!; The 3Cs; The Michelin starred restaurant; 3 A framework for the curriculum; Does England have a curriculum framework?; A curriculum model; Olympian standards; And what if my country does not have one of the clear frameworks described above?; SECTION II: How do we organize learning?; 4 The curriculum tree; The root of the problem And some fell on stony groundLooking at the trunk: The quality of students' learning experiences; Is this the curriculum or teaching?; How does this work at the design stage?; The matrix in action; Design triangles; Making use of this approach; The design process; 5 The deep roots of learning; Bloom's taxonomy; Marton and Saljo; Making it work in school; Deep learning in action; The nature of knowledge; An holistic approach; The importance of knowledge; Key concepts; Subject skills; Across the subjects; 6 The canopy of leaves; Should we organize learning into subjects?; The list of subjects What is a subject?A deeper understanding; An integrated approach; Getting going in school; Looking for the common elements; Possible organizational structures for teaching the content; In search of specialism; Under the canopy; 7 Building in the competencies; Progress in competencies; The complex relationship between skills and knowledge; What does all this mean for progress in competencies?; One hundred percent 5A*-Cs; 8 Making learning irresistible; A wider whole; Getting back to traditional methods; Exciting students' imaginations; Fitting with how students learn; Fitting with adolescence Resonating with the students' own livesAuthentic learning; Practical and first-hand; The scene of the crime; Irresistible design; 9 Local contexts; National expectations in a local context; Local needs and opportunities; Local opportunities; How can we get this going?; Learning outside the classroom; Harnessing the local community; Student voice; 10 The timetable; Pressures on the timetable; Some key questions; Curriculum models; Considerations of design; Timetable models; Dear Timetabler; 11 Pathways and gateways; The qualifications jungle So how does a school make sense of all of these qualifications? |
| Record Nr. | UNINA-9910824683103321 |
Male Brian
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| London, [England] ; ; New York, New York : , : Continuum, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Subjectivity, curriculum and society : between and beyond German didaktik and Anglo-American curriculum studies / / Tero Autio
| Subjectivity, curriculum and society : between and beyond German didaktik and Anglo-American curriculum studies / / Tero Autio |
| Autore | Autio Tero |
| Pubbl/distr/stampa | Mahwah, N.J. : , : Lawrence Erlbaum Associates, , 2006 |
| Descrizione fisica | 1 online resource (193 p.) |
| Disciplina | 375/.001 |
| Collana | Studies in curriculum theory |
| Soggetto topico |
Curriculum planning
Educational psychology Teaching |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-429-23663-8
1-136-75748-1 0-203-82146-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title; Copyright; Contents; Preface; 1 Introduction; Overview of the Book; 2 ""Truth as Utility"": Reconsidering the Rise of Scientific Method as a Pragmatic Precursor for Modernist Curriculum Thinking; Historical Prologue to Western Curriculum Studies: Developing the Norms of Modern Scientific Reasoning; The Actuality of Cartesianism; The Revolution in the Inquiring Mind: Method, Mathematics, and Learning; Francis Bacon: Toward a View of Science as an Intellectual Tool; ""Truth and Utility Are . . . the Very Same Things""
The Formation of the Cartesian Method: Meta-Mathematical Rationality and Human Interests3 From Theology and Metaphysics to the Culture of Method: The Cartesian Revolution of Epistemology and Curriculum; The Advent of the Modern Era in Education: The Cartesian Curriculum as an Embodiment of ""Rightly Conducting One's Reason""; Reading Descartes as Educational Text; A Curricular Prerequisite: From Theology to Epistemology; The Intentional and Ideological as a Social Framework of the Intellect: The Cartesian Shift From Rational Essentialism to Instrumentalism The Structure of the Cartesian CurriculumConclusion; 4 The Puritan-Protestant Disenchantment of Spirituality: The Rationalization of Religion, Inquiring Mind, and Education; Protestant Contribution to the Rise of Modern Science and Curriculum Through the Rationalization of Religion: Max Weber's Critical Account; The Bifurcation of the Protestant Movement; Calvinist-Puritan Notion of Work and the Birth of Modern Identity; Calvinist-Puritan Roots of Individualism; Calvinistic Implications for the Notions of Science, Philosophy, and Curriculum 5 Curricular Predicaments of John Locke's Liberalism: Pleasure and Reason Psychology and Politics; Extending the Rules of Knowledge: John Locke and the Conditions of Human Study; The Development of Enlightenment Thinking and John Locke; ""Reason Must Be Our Last Judge and Guide in Everything"" (Book IV, CH XIX: 14); Locke, Hermeneutics, and Postmodernism; Locke and the Notion of Human Action and Self; 6 Curriculum and the Politics of Psychology: ""Conformity of Wills and Predictability of Behavior"" The Rationalization of Curriculum by the Psychologization of It: From Kant to Tyler and BeyondKant on Education; Herbart's Two Models for the Science of Education: The Rise of Educational Psychology; ""Basic Principles of Curriculum and Instruction""; The Rationale and ""Occidental Rationalism""; Method, Effectiveness, and Moral Concern; Psychology of Learning: Logic Without Content?; From Rationalization to Commodification; Conclusion; 7 Epilogue: Toward a Curriculum Discourse Sui Generis?; The Spiritual Framework of Instrumental Rationality Psychology, Curriculum Studies, and the Challenge of the 'Posties' |
| Record Nr. | UNINA-9910462821503321 |
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Autio Tero
|
||
| Mahwah, N.J. : , : Lawrence Erlbaum Associates, , 2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Subjectivity, curriculum and society : between and beyond German didaktik and Anglo-American curriculum studies / / Tero Autio
| Subjectivity, curriculum and society : between and beyond German didaktik and Anglo-American curriculum studies / / Tero Autio |
| Autore | Autio Tero |
| Pubbl/distr/stampa | Mahwah, N.J. : , : Lawrence Erlbaum Associates, , 2006 |
| Descrizione fisica | 1 online resource (193 p.) |
| Disciplina | 375/.001 |
| Collana | Studies in curriculum theory |
| Soggetto topico |
Curriculum planning
Educational psychology Teaching |
| ISBN |
1-136-75747-3
0-429-23663-8 1-136-75748-1 0-203-82146-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title; Copyright; Contents; Preface; 1 Introduction; Overview of the Book; 2 ""Truth as Utility"": Reconsidering the Rise of Scientific Method as a Pragmatic Precursor for Modernist Curriculum Thinking; Historical Prologue to Western Curriculum Studies: Developing the Norms of Modern Scientific Reasoning; The Actuality of Cartesianism; The Revolution in the Inquiring Mind: Method, Mathematics, and Learning; Francis Bacon: Toward a View of Science as an Intellectual Tool; ""Truth and Utility Are . . . the Very Same Things""
The Formation of the Cartesian Method: Meta-Mathematical Rationality and Human Interests3 From Theology and Metaphysics to the Culture of Method: The Cartesian Revolution of Epistemology and Curriculum; The Advent of the Modern Era in Education: The Cartesian Curriculum as an Embodiment of ""Rightly Conducting One's Reason""; Reading Descartes as Educational Text; A Curricular Prerequisite: From Theology to Epistemology; The Intentional and Ideological as a Social Framework of the Intellect: The Cartesian Shift From Rational Essentialism to Instrumentalism The Structure of the Cartesian CurriculumConclusion; 4 The Puritan-Protestant Disenchantment of Spirituality: The Rationalization of Religion, Inquiring Mind, and Education; Protestant Contribution to the Rise of Modern Science and Curriculum Through the Rationalization of Religion: Max Weber's Critical Account; The Bifurcation of the Protestant Movement; Calvinist-Puritan Notion of Work and the Birth of Modern Identity; Calvinist-Puritan Roots of Individualism; Calvinistic Implications for the Notions of Science, Philosophy, and Curriculum 5 Curricular Predicaments of John Locke's Liberalism: Pleasure and Reason Psychology and Politics; Extending the Rules of Knowledge: John Locke and the Conditions of Human Study; The Development of Enlightenment Thinking and John Locke; ""Reason Must Be Our Last Judge and Guide in Everything"" (Book IV, CH XIX: 14); Locke, Hermeneutics, and Postmodernism; Locke and the Notion of Human Action and Self; 6 Curriculum and the Politics of Psychology: ""Conformity of Wills and Predictability of Behavior"" The Rationalization of Curriculum by the Psychologization of It: From Kant to Tyler and BeyondKant on Education; Herbart's Two Models for the Science of Education: The Rise of Educational Psychology; ""Basic Principles of Curriculum and Instruction""; The Rationale and ""Occidental Rationalism""; Method, Effectiveness, and Moral Concern; Psychology of Learning: Logic Without Content?; From Rationalization to Commodification; Conclusion; 7 Epilogue: Toward a Curriculum Discourse Sui Generis?; The Spiritual Framework of Instrumental Rationality Psychology, Curriculum Studies, and the Challenge of the 'Posties' |
| Record Nr. | UNINA-9910786962303321 |
|
Autio Tero
|
||
| Mahwah, N.J. : , : Lawrence Erlbaum Associates, , 2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Subjectivity, curriculum and society : between and beyond German didaktik and Anglo-American curriculum studies / / Tero Autio
| Subjectivity, curriculum and society : between and beyond German didaktik and Anglo-American curriculum studies / / Tero Autio |
| Autore | Autio Tero |
| Pubbl/distr/stampa | Mahwah, N.J. : , : Lawrence Erlbaum Associates, , 2006 |
| Descrizione fisica | 1 online resource (193 p.) |
| Disciplina | 375/.001 |
| Collana | Studies in curriculum theory |
| Soggetto topico |
Curriculum planning
Educational psychology Teaching |
| ISBN |
1-136-75747-3
0-429-23663-8 1-136-75748-1 0-203-82146-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title; Copyright; Contents; Preface; 1 Introduction; Overview of the Book; 2 ""Truth as Utility"": Reconsidering the Rise of Scientific Method as a Pragmatic Precursor for Modernist Curriculum Thinking; Historical Prologue to Western Curriculum Studies: Developing the Norms of Modern Scientific Reasoning; The Actuality of Cartesianism; The Revolution in the Inquiring Mind: Method, Mathematics, and Learning; Francis Bacon: Toward a View of Science as an Intellectual Tool; ""Truth and Utility Are . . . the Very Same Things""
The Formation of the Cartesian Method: Meta-Mathematical Rationality and Human Interests3 From Theology and Metaphysics to the Culture of Method: The Cartesian Revolution of Epistemology and Curriculum; The Advent of the Modern Era in Education: The Cartesian Curriculum as an Embodiment of ""Rightly Conducting One's Reason""; Reading Descartes as Educational Text; A Curricular Prerequisite: From Theology to Epistemology; The Intentional and Ideological as a Social Framework of the Intellect: The Cartesian Shift From Rational Essentialism to Instrumentalism The Structure of the Cartesian CurriculumConclusion; 4 The Puritan-Protestant Disenchantment of Spirituality: The Rationalization of Religion, Inquiring Mind, and Education; Protestant Contribution to the Rise of Modern Science and Curriculum Through the Rationalization of Religion: Max Weber's Critical Account; The Bifurcation of the Protestant Movement; Calvinist-Puritan Notion of Work and the Birth of Modern Identity; Calvinist-Puritan Roots of Individualism; Calvinistic Implications for the Notions of Science, Philosophy, and Curriculum 5 Curricular Predicaments of John Locke's Liberalism: Pleasure and Reason Psychology and Politics; Extending the Rules of Knowledge: John Locke and the Conditions of Human Study; The Development of Enlightenment Thinking and John Locke; ""Reason Must Be Our Last Judge and Guide in Everything"" (Book IV, CH XIX: 14); Locke, Hermeneutics, and Postmodernism; Locke and the Notion of Human Action and Self; 6 Curriculum and the Politics of Psychology: ""Conformity of Wills and Predictability of Behavior"" The Rationalization of Curriculum by the Psychologization of It: From Kant to Tyler and BeyondKant on Education; Herbart's Two Models for the Science of Education: The Rise of Educational Psychology; ""Basic Principles of Curriculum and Instruction""; The Rationale and ""Occidental Rationalism""; Method, Effectiveness, and Moral Concern; Psychology of Learning: Logic Without Content?; From Rationalization to Commodification; Conclusion; 7 Epilogue: Toward a Curriculum Discourse Sui Generis?; The Spiritual Framework of Instrumental Rationality Psychology, Curriculum Studies, and the Challenge of the 'Posties' |
| Record Nr. | UNINA-9910820516703321 |
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Autio Tero
|
||
| Mahwah, N.J. : , : Lawrence Erlbaum Associates, , 2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The Teacher-curriculum encounter : freeing teachers from the tyranny of texts / / Miriam Ben-Peretz ; with foreword by Lee S. Shulman
| The Teacher-curriculum encounter : freeing teachers from the tyranny of texts / / Miriam Ben-Peretz ; with foreword by Lee S. Shulman |
| Autore | Ben-Peretz Miriam |
| Pubbl/distr/stampa | Albany : , : State University of New York Press, , 1990 |
| Descrizione fisica | 1 online resource (xvii, 152 pages) : illustrations |
| Disciplina | 375/.001 |
| Soggetto topico |
Curriculum planning
Teachers - Training of |
| ISBN |
0-7914-9634-1
0-585-05418-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Patterns of teachers' involvement in the curriculum endeavor Coping with curriculum Teachers' concerns about curriculum issues The concept of curriculum potential The process of curriculum interpretation Instruments and procedures of curriculum interpretation Implications for teacher education and staff development |
| Record Nr. | UNINA-9910779000703321 |
|
Ben-Peretz Miriam
|
||
| Albany : , : State University of New York Press, , 1990 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The Teacher-curriculum encounter : freeing teachers from the tyranny of texts / / Miriam Ben-Peretz ; with foreword by Lee S. Shulman
| The Teacher-curriculum encounter : freeing teachers from the tyranny of texts / / Miriam Ben-Peretz ; with foreword by Lee S. Shulman |
| Autore | Ben-Peretz Miriam |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Albany : , : State University of New York Press, , 1990 |
| Descrizione fisica | 1 online resource (xvii, 152 pages) : illustrations |
| Disciplina | 375/.001 |
| Soggetto topico |
Curriculum planning
Teachers - Training of |
| ISBN |
0-7914-9634-1
0-585-05418-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Patterns of teachers' involvement in the curriculum endeavor Coping with curriculum Teachers' concerns about curriculum issues The concept of curriculum potential The process of curriculum interpretation Instruments and procedures of curriculum interpretation Implications for teacher education and staff development |
| Record Nr. | UNINA-9910815465103321 |
|
Ben-Peretz Miriam
|
||
| Albany : , : State University of New York Press, , 1990 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Thinking about and enacting curriculum in "frames of war" [[electronic resource] /] / edited by Rahat Naqvi and Hans Smits
| Thinking about and enacting curriculum in "frames of war" [[electronic resource] /] / edited by Rahat Naqvi and Hans Smits |
| Pubbl/distr/stampa | Lanham, : Lexington Books, 2012 |
| Descrizione fisica | 1 online resource (177 p.) |
| Disciplina | 375/.001 |
| Altri autori (Persone) |
NaqviRaht
SmitsHans |
| Collana | Critical education policy and politics |
| Soggetto topico |
Curriculum planning - Philosophy
Critical pedagogy Education - Aims and objectives War and education |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-280-66645-5
9786613643384 0-7391-6646-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Table of Contents -- About the Cover -- Acknowledgments -- Introduction: The World on the Verge of a Nervous Breakdown, by Rahat Naqvi & Hans Smits -- Chapter One: Challenging the Frames of Curriculum Hans Smits & Rahat Naqvi -- Chapter Two: Facing the War in Afghanistan: A Curriculum Journey of a "Good Canadian", by David Blades -- Chapter Three: Re-Framing: Un-Neighbourly Love, Haunting Inquiry, Perfectibility, by Robert Nellis -- Chapter Four: Sound Curriculum: Recognizing the Field, by Walter Gershon -- Chapter Five: Running head: After the war Narrative Reconstructions, Broken Frames: Sendai Before and After the War, by Craig McDonald -- Chapter Six: Depicting and Framing the Trauma of Another, by Patricia Kostouros -- Chapter Seven: Teaching Social Justice in English Language Arts: Working Toward Transformative Learning, Karen Magro -- Chapter Eight: Global Justice Education as a Pedagogy of Loss: Interrupting Frames of War, by Lisa Taylor -- About the Authors -- Bibliography -- Index -- Provided by publisher. |
| Record Nr. | UNINA-9910457188103321 |
| Lanham, : Lexington Books, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Thinking about and enacting curriculum in "frames of war" [[electronic resource] /] / edited by Rahat Naqvi and Hans Smits
| Thinking about and enacting curriculum in "frames of war" [[electronic resource] /] / edited by Rahat Naqvi and Hans Smits |
| Pubbl/distr/stampa | Lanham, : Lexington Books, 2012 |
| Descrizione fisica | 1 online resource (177 p.) |
| Disciplina | 375/.001 |
| Altri autori (Persone) |
NaqviRaht
SmitsHans |
| Collana | Critical education policy and politics |
| Soggetto topico |
Curriculum planning - Philosophy
Critical pedagogy Education - Aims and objectives War and education |
| ISBN |
1-280-66645-5
9786613643384 0-7391-6646-8 |
| Classificazione | PHI004000EDU034000EDU040000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Table of Contents -- About the Cover -- Acknowledgments -- Introduction: The World on the Verge of a Nervous Breakdown, by Rahat Naqvi & Hans Smits -- Chapter One: Challenging the Frames of Curriculum Hans Smits & Rahat Naqvi -- Chapter Two: Facing the War in Afghanistan: A Curriculum Journey of a "Good Canadian", by David Blades -- Chapter Three: Re-Framing: Un-Neighbourly Love, Haunting Inquiry, Perfectibility, by Robert Nellis -- Chapter Four: Sound Curriculum: Recognizing the Field, by Walter Gershon -- Chapter Five: Running head: After the war Narrative Reconstructions, Broken Frames: Sendai Before and After the War, by Craig McDonald -- Chapter Six: Depicting and Framing the Trauma of Another, by Patricia Kostouros -- Chapter Seven: Teaching Social Justice in English Language Arts: Working Toward Transformative Learning, Karen Magro -- Chapter Eight: Global Justice Education as a Pedagogy of Loss: Interrupting Frames of War, by Lisa Taylor -- About the Authors -- Bibliography -- Index -- Provided by publisher. |
| Record Nr. | UNINA-9910778935703321 |
| Lanham, : Lexington Books, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Thinking about and enacting curriculum in "frames of war" [[electronic resource] /] / edited by Rahat Naqvi and Hans Smits
| Thinking about and enacting curriculum in "frames of war" [[electronic resource] /] / edited by Rahat Naqvi and Hans Smits |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Lanham, : Lexington Books, 2012 |
| Descrizione fisica | 1 online resource (177 p.) |
| Disciplina | 375/.001 |
| Altri autori (Persone) |
NaqviRaht
SmitsHans |
| Collana | Critical education policy and politics |
| Soggetto topico |
Curriculum planning - Philosophy
Critical pedagogy Education - Aims and objectives War and education |
| ISBN |
1-280-66645-5
9786613643384 0-7391-6646-8 |
| Classificazione | PHI004000EDU034000EDU040000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Table of Contents -- About the Cover -- Acknowledgments -- Introduction: The World on the Verge of a Nervous Breakdown, by Rahat Naqvi & Hans Smits -- Chapter One: Challenging the Frames of Curriculum Hans Smits & Rahat Naqvi -- Chapter Two: Facing the War in Afghanistan: A Curriculum Journey of a "Good Canadian", by David Blades -- Chapter Three: Re-Framing: Un-Neighbourly Love, Haunting Inquiry, Perfectibility, by Robert Nellis -- Chapter Four: Sound Curriculum: Recognizing the Field, by Walter Gershon -- Chapter Five: Running head: After the war Narrative Reconstructions, Broken Frames: Sendai Before and After the War, by Craig McDonald -- Chapter Six: Depicting and Framing the Trauma of Another, by Patricia Kostouros -- Chapter Seven: Teaching Social Justice in English Language Arts: Working Toward Transformative Learning, Karen Magro -- Chapter Eight: Global Justice Education as a Pedagogy of Loss: Interrupting Frames of War, by Lisa Taylor -- About the Authors -- Bibliography -- Index -- Provided by publisher. |
| Record Nr. | UNINA-9910807118103321 |
| Lanham, : Lexington Books, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Understanding by design [[electronic resource] /] / Grant Wiggins and Jay McTighe
| Understanding by design [[electronic resource] /] / Grant Wiggins and Jay McTighe |
| Autore | Wiggins Grant P. <1950-> |
| Edizione | [Expanded 2nd ed.] |
| Pubbl/distr/stampa | Alexandria, VA, : Association for Supervision and Curriculum Development, c2005 |
| Descrizione fisica | 1 online resource (xi, 271 pages) : illustrations |
| Disciplina | 375/.001 |
| Altri autori (Persone) | McTigheJay |
| Soggetto topico |
Curriculum planning - United States
Curriculum-based assessment - United States Learning Comprehension |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-280-93304-6
9786610933044 1-4166-0223-2 1-4166-0225-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Backward design -- Understanding understanding -- Gaining clarity on our goals -- The six facets of understanding -- Essential questions : doorways to understanding -- Crafting understandings -- Thinking like an assessor -- Criteria and validity -- Planning for learning -- Teaching for understanding -- The design process -- The big picture : UBD as curriculum framework -- "Yes, but--" |
| Record Nr. | UNINA-9910451443903321 |
|
Wiggins Grant P. <1950->
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| Alexandria, VA, : Association for Supervision and Curriculum Development, c2005 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
