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Books > Social sciences > Education > Organization & management of education > Curriculum planning & development
The field of curriculum inquiry has grown rapidly over the last
four decades resulting in many new forms of curriculum inquiry to
be used as tools to answer unique curriculum-related research
questions. There are few texts available that include concise
descriptions and elements of curriculum inquiry methodologies and
directed at enabling researchers to wisely choose a form of
curriculum inquiry most appropriate for their study. Conceptual
Analyses of Curriculum Inquiry Methodologies presents chapters that
are each devoted to a particular form of inquiry, with a conceptual
analysis of the methodology, its purpose(s), its utilization,
structure, and organization, all written by scholars with firsthand
experience with the form of inquiry. These experts also take the
liberty of citing examples of published studies that have utilized
the methodology, share the types of relevant data collection
instruments and forms of data produced, and also share research
questions that can be answered via their form of inquiry. Covering
topics such as quantitative methods of inquiry, glocalization, and
educational criticism, this is an essential text for curriculum
designers, doctoral students, doctoral researchers, university
faculty, professors, researchers, and academicians.
This book of matrices with Black boys as the main character is
designed to help gifted and talented education teachers leverage
Black boys' identities to inform and shape how they plan and
deliver curriculum and instruction and manage the multicultural,
democratic, and culturally responsive classroom. Ford and
colleagues (2005) spoke to the notion of and need for
'self-reflective instruction.' We argue that all teachers must want
to and learn how to legitimize the "everyday" experiences that are
learned and cultivated in the homes and communities of Black boys,
and how these experiences shape their self-identities and
contribute to agency (Wright, Counsell, & Tate 2015). We,
therefore, advocate for the rethinking of literacies by
repositioning White-centered texts that often reflect and represent
power and privilege toward centering the brilliance of Black
identities of Black children in general, Black boys in particular.
Black boys (of all ages) want to and need to physically see
positive images of themselves in books reflected at them. This
representation, we argue, has the potential to become an example of
a compelling counter-narrative to the history of the "all-White
world" (Larrick, 1965) of children's books that only presented
Black characters as "objects of ridicule and generally inferior
beings" (Sims Bishop 2012, p. 6). When Black boys see themselves
portrayed visually, textually, and realistically in children's
books, vital messages of recognition, value, affirmation, and
validation are conveyed. Recognition of the sociocultural contexts
in which they live is celebrated. Books for and about Black boys
must be rigorous, authentic, multicultural, and developmentally
appropriate to allow them to synthesize what they have read, heard,
and seen during literacy instruction in authentic and meaningful
ways. Multicultural books must introduce children to information
about the values of justice, fairness, and equity. Developmentally
appropriate books should vary with and adapt to the age,
experience, and interests of gifted and talented Black boys to
allow them the opportunity to demonstrate critical thinking,
textual analysis skills and convey conceptual knowledge. These
stories must expose Black boys to culturally relevant counter
stories -- stories that counteract the dominant discourse that has
primarily depicted Black boys as "at risk" versus placed at risk;
"without hope" versus hopeful; or "out of control and dangerous"
(Tatum, 2005, p. 28) versus developing self-control like all other
children (Wright et al., 2018).
Over the past thirty years, Holt High School in central Michigan
has engaged in a quiet revolution that has transformed mathematics
teaching and learning in the district. From its roots as a rural
high school housed in a single building in the 1980s, the high
school mathematics staff has grown an innovative, meaningful high
school mathematics curriculum that sees nearly every student in the
district completing the equivalent of Precalculus. Tracking was
dropped in favor of an evolving suite of supports designed to
promote student success in unifying, rather than segregating, ways.
Mathematics classrooms in Holt are discourse-rich environments
where teachers and students explore meaningful uses for mathematics
as they reason and problem solve together. This transformation took
place and persists amidst changing professional partnerships,
shifting district demographics, increasing accountability measures
at the state and national level, and turnover in teaching staff and
district leadership. In this book, we explore the case of Holt High
School though an exploration of how the mathematics curriculum has
shifted over the past thirty years, and the conditions and supports
that have been put in place in the district to make this work
fruitful and sustainable. The story includes successes, failures,
celebrations and challenges as we chronicle Holt's high school
mathematics evolution. Guiding questions, protocols, and reflective
activities are provided for teachers and district leaders to begin
the challenging conversations in their own district that lead to
meaningful change.
The Campaign for the Civic Mission of Schools (2011) lamented the
"lack of high-quality civic education in America's schools [that]
leaves millions of citizens without the wherewithal to make sense
of our system of government" (p. 4). Preus et al. (2016) cited
literature to support their observation of "a decline in
high-quality civic education and a low rate of civic engagement of
young people" (p. 67). Shapiro and Brown (2018) asserted that
"civic knowledge and public engagement is at an all-time low" (p.
1). Writing as a college senior, Flaherty (2020) urged educators to
"bravely interpret . . . national, local, and even school-level
incidents as chances for enhanced civic education and to discuss
them with students in both formal and casual settings" (p. 6). In
this eighth volume in the Current Perspectives on
School/University/Community Research series, we feature the work of
brave educators who are engaged in school-university-community
collaborative educational endeavors. Authors focus on a wide range
of projects oriented to civic education writ large-some that have
been completed and some that are still in progress-but all authors
evince the passion for civic education that underpins engagement in
the democratic project.
If the three r's define education's past, there are five
i's-information, images, interaction, inquiry, and innovation-that
forecast its future, one in which students think for themselves,
actively self-assess, and enthusiastically use technology to
further their learning and contribute to the world. What students
need, but too often do not get, is deliberate instruction in the
critical and creative thinking skills that make this vision
possible. The i5 approach provides a way to develop these skills in
the context of content-focused and technology-powered lessons that
give students the opportunity to: Seek and acquire new information.
Use visual images and nonlinguistic representations to add meaning.
Interact with others to obtain and provide feedback and enhance
understanding. Engage in inquiry-use and develop a thinking skill
that will expand and extend knowledge. Generate innovative insights
and products related to the lesson goals. Jane E. Pollock and Susan
Hensley explain the i5 approach's foundations in brain research and
its links to proven instructional principles and planning models.
They provide step-by-step procedures for teaching 12 key thinking
skills and share lesson examples from teachers who have
successfully "i5'ed" their instruction. With practical guidance on
how to revamp existing lessons, The i5 Approach is an indispensable
resource for any teacher who wants to help students gain deeper and
broader content understanding and become stronger and more
innovative thinkers.
Education in the 21st century is shifting focus from accessing and
sharing information to designing active and collaborative learning
environments which foster student engagement and critical thinking
skills. Active learning features a hands-on, activity-based
teaching approach during which students synthesize information and
take joy in new discovery. The Handbook of Research on
Learner-Centered Pedagogy in Teacher Education and Professional
Development presents a comprehensive look into the methodologies
and strategies necessary to establish classroom climates in which
students feel free to question their preconceptions and express
opinions. Featuring chapters from international researchers, this
book is ideal for administrators, teachers, policy makers, and
students of education.
Curriculum Windows: What Curriculum Theorists of the 1990s Can
Teach Us about Schools and Society Today is an effort by students
of curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists of the 1990s in
contemporary terms. The authors explore how key books/authors from
the curriculum field of the 1990s illuminate new possibilities
forward for us as scholar educators today: How might the theories,
practices, and ideas wrapped up in curriculum texts of the 1990s
still resonate with us, allow us to see backward in time and
forward in time - all at the same time? How might these figurative
windows of insight, thought, ideas, fantasy, and fancy make us
think differently about curriculum, teaching, learning, students,
education, leadership, and schools? Further, how might they help us
see more clearly, even perhaps put us on a path to correct the
mistakes and missteps of intervening decades and of today? The
chapter authors and editor revisit and interpret several of the
most important works in the curriculum field of the 1990s. The
book's Foreword is by renowned curriculum theorist William H.
Schubert.
Concept mapping has often been acknowledged as an efficient
instrument for aiding students in learning new information.
Examining the impact this tool provides in STEM fields can help to
create more effective teaching methods. Advanced Concept Maps in
STEM Education: Emerging Research and Opportunities highlights both
the history and recent innovations of concept maps in learning
environments. Featuring extensive coverage of relevant topics
including object maps, verbal maps, and spatial maps, this
publication is ideal for educators, academicians, students,
professionals, and researchers interested in discovering new
perspectives on the impact of concept mapping in educational
settings.
This volume draws on findings from the Canada-China Nature Notes
Reciprocal Learning Program to explore cross-cultural exchanges in
science education in and outside of the classroom. Under the
collaborative reciprocity perspective, cross-cultural learning
needs to go beyond simple comparison in practices, values, and
results and moves to a paradigm that emphasizes a two-way learning
process in the context of acting together. Through collaborative
work between the international teams and partner schools, the
program described in this book shows how collaborative efforts
between the two sister schools worked to raise awareness about
Chinese farming culture and extend students' outdoor learning
experiences. In this book, educators from across the research team
share their insights and reflect on the cross-cultural
collaborative process and how it impacted the learning experiences
of themselves and their students.
Achieving College Dreams: How a University-Charter District
Partnership Created an Early College High School tells the story of
a remarkable 10-year collaboration between the University of
California, Berkeley and Aspire Public Schools to develop and
nurture the California College Preparatory Academy. Bridging the
two cultures-artfully described as "Pac-Man (the charter district)
meets chess (the university)"-the school serves as an exemplar in
providing low-income and first-generation college youth with an
excellent and equitable education. Framed by a longitudinal lens,
findings from community-engaged scholarship, and a diversity of
voices from students to superintendents, this book charts the
journey from the initial decision to open a school to the high
school graduation of its first two classes. The book captures
struggle, improvement, and success as it takes readers inside the
workings of the partnership, the development of the school, and the
spillover of effects across district and university. Confronting
the challenge of interweaving rigor and support, its authors
explore such critical ingredients as teacher-student advisories;
school transition; the home-school divide; building a supportive
college-preparatory culture; teaching with depth, relational power,
and equity; the forging of an academic identity; and scaling up. At
a time of sharply unequal schools, glaring disparities in college
readiness, and heightened expectations, Achieving College Dreams
uniquely extends the knowledge base about how to better prepare
underserved students for college eligibility and success. The book
also calls for universities to step up to the plate as partners
with districts to ensure both excellence and equity in secondary
education for all children.
A global citizen is an individual who believes in a public
responsibility for their local community to grow and interconnect
amongst the world's diverse people and things. Global citizenship
education is a fast-moving process that continues to intertwine
communities all over the world. As we move toward a more global
world, the improvement in education, health, poverty rates, and
standard of living should come with it. This global world must be a
place where people are aware of what is going on and can have an
impact as well. The Handbook of Research on Promoting Global
Citizenship Education explores various ways to empower educators to
design and implement a curriculum that incorporates global citizen
education. Covering a range of topics such as global issues and
academic migration, this major reference work is ideal for
academicians, industry professionals, policymakers, researchers,
scholars, instructors, and students.
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