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Reshaping Education In The 1990s : Perspectives On Primary Schooling / / edited by Rita Chawla-Duggan, Christopher J. Pole
| Reshaping Education In The 1990s : Perspectives On Primary Schooling / / edited by Rita Chawla-Duggan, Christopher J. Pole |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | S.L., : Routledge, 2002 |
| Descrizione fisica | ix, 202 p. : ill |
| Disciplina | 372.12/00941 |
| Altri autori (Persone) |
Chawla-DugganRita
PoleChristopher J |
| Soggetto topico |
Education, Elementary - Great Britain
Education and state - Great Britain Curriculum planning - Great Britain Teachers - Training of - Great Britain Elementary school teachers - Great Britain - Social conditions Elementary school teaching - Social aspects - Great Britain |
| ISBN |
1-135-71702-8
1-135-71703-6 0-203-26174-7 1-280-10895-9 9786610108954 0-203-45403-0 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Book Cover -- Title -- Copyright -- Contents. |
| Record Nr. | UNINA-9910815724803321 |
| S.L., : Routledge, 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
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 |
| Soggetto genere / forma | Electronic books. |
| 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-9910463234903321 |
Male Brian
|
||
| London, [England] ; ; New York, New York : , : Continuum, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
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-9910786093603321 |
|
Male Brian
|
||
| London, [England] ; ; New York, New York : , : Continuum, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
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
|
||
| London, [England] ; ; New York, New York : , : Continuum, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Subject leadership and school improvement [[electronic resource] /] / Hugh Busher and Alma Harris with Christine Wise
| Subject leadership and school improvement [[electronic resource] /] / Hugh Busher and Alma Harris with Christine Wise |
| Autore | Busher Hugh |
| Pubbl/distr/stampa | London, : Paul Chapman, 2000 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina |
375
375.0010941 |
| Altri autori (Persone) |
HarrisAlma <1958->
WiseChristine |
| Collana | Published in association with the British Educational Leadership and Management Society |
| Soggetto topico |
Curriculum planning - Great Britain
School improvement programs - Great Britain |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-7619-6620-X
1-282-02056-0 9786612020568 1-84920-218-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Copyright; Contents; Series Editor's Preface; Preface; Acknowledgements; 1 Introduction; Part I Strategic Direction and Development of the Subject Area; 2 Managing Change within the Subject Area; 3 Managing Federal and Confederate Departments; 4 Leading and Co-ordinating Diffuse Subject Areas; Part II Teaching and Learning; 5 Being a Curriculum Leader: Helping Colleagues to Improve Learning; 6 Improving Teaching and Learning within the Subject Area; 7 Developing Professional Networks:Working with Parents and Communities to Enhance Students' Learning; Part III Leading and Managing Staff
8 The Subject Leader as a Middle Manager9 Cultures of Leadership and ProfessionalAutonomy: Managing Self, Developing Others; 10 Professional Development and Action Research; Part IV Efficient and Effective Deployment of Staff and Resources; 11 Planning Development and ResourceUtilisation to Improve Students'Learning; 12 Working with Support and Supply Staff to Improve School Performance; 13 Subject Leadership and School Improvement; References; Index |
| Record Nr. | UNINA-9910454294603321 |
|
Busher Hugh
|
||
| London, : Paul Chapman, 2000 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Topic work in the early years : organising the curriculum for 4- to 8-year-olds / / Joy Palmer and Deirdre Pettitt
| Topic work in the early years : organising the curriculum for 4- to 8-year-olds / / Joy Palmer and Deirdre Pettitt |
| Autore | Palmer Joy <1951, > |
| Pubbl/distr/stampa | London ; ; New York : , : Routledge, , 1993 |
| Descrizione fisica | 1 online resource (183 p.) |
| Disciplina | 372.19 |
| Altri autori (Persone) | PettittDeirdre <1932-> |
| Soggetto topico |
Education, Primary - Curricula - Great Britain
Curriculum planning - Great Britain |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-134-89471-6
1-280-32247-0 0-203-41051-3 0-203-32010-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Book Cover; Title; Contents; Illustrations; Preface; Topic work in the early years: Introduction; Planning, organisation and assessment of the curriculum; History and topic work; Science and topic work; Mathematics and topic work; Geography and topic work; Cross-curricular issues and topic work; English and topic work; Notes; References; Index |
| Record Nr. | UNINA-9910454943903321 |
|
Palmer Joy <1951, >
|
||
| London ; ; New York : , : Routledge, , 1993 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Topic work in the early years : organising the curriculum for 4- to 8-year-olds / / Joy Palmer and Deirdre Pettitt
| Topic work in the early years : organising the curriculum for 4- to 8-year-olds / / Joy Palmer and Deirdre Pettitt |
| Autore | Palmer Joy <1951, > |
| Pubbl/distr/stampa | London ; ; New York : , : Routledge, , 1993 |
| Descrizione fisica | 1 online resource (183 p.) |
| Disciplina | 372.19 |
| Altri autori (Persone) | PettittDeirdre <1932-> |
| Soggetto topico |
Education, Primary - Curricula - Great Britain
Curriculum planning - Great Britain |
| ISBN |
1-134-89470-8
1-134-89471-6 1-280-32247-0 0-203-41051-3 0-203-32010-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Book Cover; Title; Contents; Illustrations; Preface; Topic work in the early years: Introduction; Planning, organisation and assessment of the curriculum; History and topic work; Science and topic work; Mathematics and topic work; Geography and topic work; Cross-curricular issues and topic work; English and topic work; Notes; References; Index |
| Record Nr. | UNINA-9910779817203321 |
|
Palmer Joy <1951, >
|
||
| London ; ; New York : , : Routledge, , 1993 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Topic work in the early years : organising the curriculum for 4- to 8-year-olds / / Joy Palmer and Deirdre Pettitt
| Topic work in the early years : organising the curriculum for 4- to 8-year-olds / / Joy Palmer and Deirdre Pettitt |
| Autore | Palmer Joy <1951, > |
| Pubbl/distr/stampa | London ; ; New York : , : Routledge, , 1993 |
| Descrizione fisica | 1 online resource (183 p.) |
| Disciplina | 372.19 |
| Altri autori (Persone) | PettittDeirdre <1932-> |
| Soggetto topico |
Education, Primary - Curricula - Great Britain
Curriculum planning - Great Britain |
| ISBN |
1-134-89470-8
1-134-89471-6 1-280-32247-0 0-203-41051-3 0-203-32010-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Book Cover; Title; Contents; Illustrations; Preface; Topic work in the early years: Introduction; Planning, organisation and assessment of the curriculum; History and topic work; Science and topic work; Mathematics and topic work; Geography and topic work; Cross-curricular issues and topic work; English and topic work; Notes; References; Index |
| Record Nr. | UNINA-9910799955303321 |
|
Palmer Joy <1951, >
|
||
| London ; ; New York : , : Routledge, , 1993 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Topic work in the early years : organising the curriculum for 4- to 8-year-olds / / Joy Palmer and Deirdre Pettitt
| Topic work in the early years : organising the curriculum for 4- to 8-year-olds / / Joy Palmer and Deirdre Pettitt |
| Autore | Palmer Joy <1951, > |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | London ; ; New York : , : Routledge, , 1993 |
| Descrizione fisica | 1 online resource (183 p.) |
| Disciplina | 372.19 |
| Altri autori (Persone) | PettittDeirdre <1932-> |
| Soggetto topico |
Education, Primary - Curricula - Great Britain
Curriculum planning - Great Britain |
| ISBN |
1-134-89470-8
1-134-89471-6 1-280-32247-0 0-203-41051-3 0-203-32010-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Book Cover; Title; Contents; Illustrations; Preface; Topic work in the early years: Introduction; Planning, organisation and assessment of the curriculum; History and topic work; Science and topic work; Mathematics and topic work; Geography and topic work; Cross-curricular issues and topic work; English and topic work; Notes; References; Index |
| Record Nr. | UNINA-9910809585303321 |
|
Palmer Joy <1951, >
|
||
| London ; ; New York : , : Routledge, , 1993 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Towards a curriculum for all : a practical guide for developing an inclusive curriculum for pupils attaining significantly below age-related expectations / / Dorchester Curriculum Group
| Towards a curriculum for all : a practical guide for developing an inclusive curriculum for pupils attaining significantly below age-related expectations / / Dorchester Curriculum Group |
| Pubbl/distr/stampa | London ; ; New York : , : Routledge, , 2002, 2012 |
| Descrizione fisica | 1 online resource (179 p.) |
| Disciplina | 371.9/046 |
| Collana | A David Fulton Book |
| Soggetto topico |
Inclusive education - Curricula - Great Britain
Curriculum planning - Great Britain |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-138-15666-3
1-315-06937-7 1-134-13442-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title; Copyright; Contents; Contributor profiles; Foreword; Acknowledgements; Introduction; Part 1: Philosophy and beliefs; 1. Identifying pupils who experience PMLD; 2. Including pupils who experience PMLD; 3. Statement of principles; 4. Specific aims; Part 2: Creating opportunities for learning; 5. Thinking about learning; 6. The relationship between experience and achievement for pupils who experience PMLD; Part 3: Constructing the whole curriculum; 7. Time allocation and timetables; 8. Target setting; 9. Individual education plans; 10. Schemes of work
11. Record keeping, assessment, reporting and reviewPart 4: Practical materials; 12. Rationale; 13. Exemplar schemes of work; Appendices; 1. School details; 2. Individual education plans; References; Index |
| Record Nr. | UNINA-9910453650603321 |
| London ; ; New York : , : Routledge, , 2002, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
