This book introduces and explains a series of tools for curriculum renewal and revitalization in English for Academic Purposes (EAP) programs, based on the experiences of the authors in successfully implementing a new curriculum in a large EAP program in North America. The book focuses on the why and how of introducing curriculum change, while also engaging critically with the realities of day-to-day classroom practice and the important issue of teacher engagement. While maintaining a principles-driven approach, each chapter is also filled with tools, samples and case study examples, grounding the book in practice and making it an essential resource for language teachers, teacher trainers, and students on TESOL and related courses.

The Atlas of African Affairs is divided into five sections dealing with environmental, historical, political and economic issues and with Southern Africa. Throughout, the book presents an interdisciplinary, integrated perspective on African affairs. Most of the chapters deal with continent-wide themes and are illustrated by maps of Africa as a whole drawn to a standardised outline of the same map projection and scale. Other chapters, often by way of example, discuss parts of the continent or individual countries and are illustrated with appropriate maps.
The basic format of integrated text and maps is supplemented by guides to further reading at the end of each section as well as a series of detailed statistical tables at the end of the book.

eBook available with sample pages: 0203422023

This book identifies neglected areas of research and indicates how research results can be integrated in secondary school curricula. It compares research findings and encourages cooperation in a field of particular interest.

Capstones have been a part of higher education curriculum for over two centuries, with the goal of integrating student learning to cap off their undergraduate experience. In practice, capstones are most often delivered as a course or include a significant project that addresses a problem or contributes new knowledge. This edited collection draws on multi-year, multi-institutional, and mixed-methods studies to inform the development of best practices for cultivating capstones at a variety of higher education institutions. The book is divided into three parts: Part One offers typographies of capstones, illustrating the diversity of experiences included in this high-impact practice while also identifying essential characteristics that contribute to high-quality culminating experiences for students. Part Two shares specific culminating experiences with examples from multiple institutions and strategies for adapting them for readers' own campus contexts. Part Three offers research-informed strategies for professional development to support implementation of high-quality student learning experiences across a variety of campus contexts. Cultivating Capstones is an essential resource for faculty who teach or direct disciplinary or interdisciplinary capstone experiences, as well as for faculty developers and administrators seeking ways to offer high-quality, high-impact learning experiences for diverse student populations. Visit the Cultivating Capstones Companion Page, hosted by the Center for Engaged Learning.

Help future teachers create the best programs for young children ages three through eight Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education is an all-in-one guide that brings together everything pre-service teachers need to implement an integrated, developmental approach to curriculum-based instruction. The 7th Edition addresses all aspects of classroom life-conceptualization, planning, implementation, and evaluation-for children ages three through eight. This comprehensive, cohesive approach emphasizes the "how" of curriculum development, as well as the "what and why." With practical, research-based guidelines, sample activities and lesson plans for each curriculum domain, and a focus on teaching methods, readers have the tools they need to translate theory into age-appropriate practice that accommodates individual, social, and cultural differences. Also available with the Enhanced Pearson eText The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with embedded videos and interactive quizzes. Note: You are purchasing a standalone product; the Enhanced Pearson eText does not come packaged with this content. Students, if interested in purchasing this title with the Enhanced Pearson eText, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information. If you would like to purchase both the physical text and the Enhanced Pearson eText search for: 0134747372 / 9780134747378 Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education, with Enhanced Pearson eText -- Access Card Package Package consists of: 013474764X / 9780134747644 Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education, Enhanced Pearson eText -- Access Card 0134747674 / 9780134747675 Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education

This book reports an attempt to introduce change in schools using a computer-based curriculum innovation for teaching higher-order thinking skills to middle and high school students. One of the volume's themes is the extraordinary complexity and difficulty of facilitating such change in schools. A corollary of that theme is the fact that patience must be an integral part of the strategy when promoting or studying change in schools.
In reporting the activities during the early years of a technological innovation and research project in which the emphasis thus far has been primarily on establishing the change, this book focuses on describing the move to a technology-based learning environment. As such, it details an ongoing process -- a fascinating process -- and one that is likely to be repeated in the near future in countless schools throughout the nation.

As computers become more widely used in schools, it is clear that they have the potential to redefine the scope of the language curriculum. But for this potential to be realized they need to be fully integrated into classroom activities. The contributors to "Language, Classrooms and Computers" - all with experience of teaching about language and computers for The Open University - use teachers' accounts and research findings to examine how the use of computers in school can affect the ways in which children learn and teachers teach. The first section looks at some generic aspects of computer use, focusing particularly on class management, including such topics as individual and group learning, the role of the teacher as facilitator and co-learner and the problems of limited access. The second section examines the contribution of specific sorts of software package to language learning. This is a book designed for everyone who wants Information Technology to add a new dimension to their teaching.

Art Practice as Research: Inquiry in the Visual Arts presents a compelling argument that the creative and cultural inquiry undertaken by artists is a form of research. The text explores themes, practices, and contexts of artistic inquiry and positions them within the discourse of research. Author Graeme Sullivan argues that legitimate research goals can be achieved by choosing different methods than those offered by the social sciences. The common denominator in both approaches is the attention given to rigor and systematic inquiry. Artists emphasize the role of the imaginative intellect in creating, criticizing, and constructing knowledge that is not only new but also has the capacity to transform human understanding.

As computers become more widely used in schools, it is clear that they have the potential not just to support the achievement of conventional goals, but also to redefine what we mean by reading, writing and discussion. The contributors to Language, Classroom and Computers - all with experience of teaching about language and computers for The Open University - use teachers' accounts together with their own research to examine how the use of computers in school can affect the ways in which children learn and teachers teach. The first section looks at some generic aspects of computer use, focusing particularly on class management: individual and group learning, the role of the teacher as facilitator and co-learner and the problems of limited access. The second section examines the contribution of specific sorts of software package: word processing, e-mail, hypertext and so on to lanugage learning. This is a book for everyone who wants IT to add a new dimension to their teaching.

Formative evaluation is the process of reviewing of pilot stage courses in order to determine strengths and weaknesses before the programme of instruction is finalized. This text offers practical guidance on the main methods used to gather and analyze data on course effectiveness. Emphasis is placed on planning the overall stages and sequence of the evaluation. The book refers to the evaluation of all learning media, including hypertext, multimedia, lectures and workshops. The author also examines the interpersonal issues arising out of formative evaluation and details the art of asking the right kinds of questions.

The process of curriculum development is highly political, as Goodson shows in this enlarged anniversary third edition of his seminal work. The position of subjects and their development within the curriculum is illustrated by looking at how school subjects, in particular, geography and biology, gained academic and intellectual respectability within the whole curriculum during the late 1960s and early 1970s. He highlights how subjects owe their formation and accreditation to competing status and their power to compete in the provision of "worthwhile" knowledge and considers subjects as continually changing sub-groups of information. Such subjects form the framework of the society in which individuals live and over which they have influence. This volume questions the basis on which subject disciplines are developed and formulates new possibilities for curriculum development and reform in a post-modernist age. It is aimed at BEd, MEd students and lecturers, education historians, curriculum studies lecturers and policy makers.

As the effects of European integration become more widely felt, the teaching of modern languages is moving towards the centre of the educational agenda and more and more schools are considering starting pupils on a first foreign language other than French - a development encouraged by the National Curriculum orders in Modern Languages. "Diversification in Modern Language Teaching" gives language teachers and heads of department the evidence upon which to decide if diversification is right for them. It presents findings from a longitudinal study, the Oxford Project on Diversification of First Foreign Language Teaching (OXPROD), which looked both at pupils' learning experiences and at the organizational questions affecting schools where the policy was implemented. It argues first that there is nothing in the nature of German or Spanish that makes these languages unsuitable as first foreign languages for the whole ability range, and second that the decision on whether to diversify must be a purely educational one, based on pupil motivation and accessibility, as well as on particular local strengths among staff and parents.

Originally published in 1995. This book reviews the current situation concerning the teaching of 'English' in schools, examining particularly the notion of 'literacy'. The authors offer practical suggestions to primary and secondary teachers, proposing ways in which the teaching of children's literature (and that of adolescence and youth) may be addressed across Key Stages and at A-level. They relate theory to practise, and offer a critique of government proposals.

First Published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

This title was first published in 2001. What impact has the National Curriculum for England and Wales had on pupils, teachers, academic and social standards in the ten years since its introduction? The distinguished contributors to this volume examine the history and development of the National Curriculum to date and assess its effects.

"Negotiating the Curriculum" presents a continuing international conversaton about the theory and practice of curriculum negotiating in the classroom at elementary, primary, secondary and university levels. It focuses on the art and science of teaching which will increase students power and performance. In doing so, attention is given to questions of student motivation and engagement, the quality of learning, curriculum programming strategies for classroom organization and issues of student assessment. It shows how the ideal and the actual, with all the constraints that apply, can be linked to produce a dynamic, productive and resilient form of teaching and learning, fitted for the 21st century.

Offering up-to-date research on school discipline and bullying, this study emphasizes the management of school discipline through school policies and the responsibility of problems by all members of staff. It gives examples of curriculum initiatives that address pupils with discipline problems and provides ideas and strategies for coping with bullying, using group work techniques and other innovations. The text concludes with advice on improving discipline habits, focusing on the individual pupil with regards to self-discipline and social responsibility.

First published in 1992, this book presents unique quantitative data on the content coverage of primary education in a large number of countries since 1920. It demonstrates that these curricular outlines tend to be surprisingly similar across very disparate countries, and suggests the world processes that produced this result. Specifically, the study shows that the contemporary primary curriculum dates from changes in the late nineteenth century; that there has been a general shift towards a 'social studies' subject; that instruction in mathematics and sciences has tended to expand; that there have been substantial increases in foreign language instruction (and changes in the languages taught); and that instruction in the arts and physical education come to the standard world education model much later than other subjects. This work will be of particular interest to those studying primary curriculum, international education and the sociology of education.

Negotiating the Curriculum presents a continuing international conversaton about the theory and practice of curriculum negotiating in the classroom at elementary, primary, secondary and university levels. It focuses on the art and science of teaching which will increase students power and performance. In doing so, attention is given to questions of student motivation and engagement, the quality of learning, curriculum programming strategies for classroom organization and issues of student assessment. It shows how the ideal and the actual, with all the constraints that apply, can be linked to produce a dynamic, productive and resilient form of teaching and learning, fitted for the 21st century.

Using findings from an ESRC-funded research project involving five primary schools, this is an inside account of how primary schools work together to develop the curriculum in their schools. Curricular policies are examined to determine their effect on pupils' learning experiences and issues of social leadership are analyzed. To effect the study and provide the inside story, each author worked as a part-time teacher in the five schools. It is aimed at headteachers, teachers on advanced courses, LEA advisers and inspectors, PGCE/FE/HE lecturers in primary education, MA/MEd lecturers and students.

This component of Assessing Media Education is intended for those who would like to know how other schools have grappled with implementing assessment initiatives, and who have used assessment to improve their programs.

Willms' book evaluates, from both a practical and theoretical viewpoint, methods of establishing and monitoring school systems at the school, district, authority and state level. Intended as a general reference guide for determining the strengths and limitations of methods for making school comparisons, he covers the analysis and interpretation of data on school performance. This has been facilitated by improvements in tests and survey instruments and in statistical methods and research design. The book should be of interest to headteachers, LEA administrators and other educationalists who seek a better understanding of the validity of assessment derived from monitoring systems.

Curriculum and Assessment in English 11 to 19: A Better Plan provides an overview of the subject in considerable breadth and depth, and offers a clear, balanced and forceful critique of the current English curriculum and its associated examinations for 11- to 19-year-olds in England, and of developments in the area during the past thirty years. The book restates fundamental truths about how students speak, read and write English with confidence and control. It describes how English can be taught most effectively, calls for an urgent review of some aspects of the current National Curriculum and its examination arrangements, and - crucially - proposes viable alternatives. This invaluable resource for those working in English, media and drama education has a wide perspective and takes a principled and informed pedagogical approach. Based on a series of much-admired booklets released by the UKLA in 2015, this accessible guide to both theory and practice will be of interest to teachers, student teachers, teacher-educators, advisers and policy-makers in the UK and internationally.

Recent evidence shows that the context in which instruction takes place is often given insufficient thought during the design of education or training courses. This study is divided into four parts. Part 1 looks at the concept of environmental analysis, Part 2 discusses the main factors of the learning environment, Part 3 examines the factors of the support environment and Part 4 analyzes the design environment. Issues discussed in detail include an assessment of how important the physical environment is to the success or failure of a course, the roles of the instructor and learner, what support media are available and how they can be used to help the instruction process, and how to gather and analyze information on the learning environment.