Play is an important vehicle for learning in the early years. With intentional planning frameworks, this resource provides teachers with tools and strategies to organize and develop curriculum around high-level, purposeful play. Practical application techniques help teachers create a cycle of planning and observation as they use a play-based curriculum to help young children thrive in the classroom.

This book discusses current challenges related to teaching geography, mainly at the secondary school and higher education level. Focusing on a range of current topics, different methods, techniques, materials, applications, and approaches to geography education with a regional Central European perspective, the book makes an original contribution to the field. Most of the chapters aims at the practical development of the themes such as geography curriculum (Part I), global education, inquiry-based education, project-based learning, case studies, powerful teaching (Part II), using of information and communication technologies (Part III) in geography teaching. The final part (Part IV) covers some geopolitical, and socio-geographical aspects of the aforementioned Central European former communist countries from the point of view how to teach them with various methods. Therefore, the book can appeal to many geography or science students, researchers and educators studying geography education around the world.

Embodying advances in cognitive psychology since the publication of Bloom's taxonomy, this revision of that framework is designed to help teachers understand and implement standards-based curriculums as well as facilitate constructing and analyzing their own. A revision only in the sense that it builds on the original framework, it is a completely new manuscript in both text and organization. Its two-dimensional framework interrelates knowledge with the cognitive processes students use to gain and work with knowledge. Together, these define the goals, curriculum standards, and objectives students are expected to learn. The framework facilitates the exploration of curriculums from four perspectives-what is intended to be taught, how it is to be taught, how learning is to be assessed, and how well the intended aims, instruction and assessments are aligned for effective education. This "revisited" framework allows you to connect learning from all these perspectives.

Hardbound. One of the more interesting perspectives for evaluation is 'narrative'. Narratives are the common vehicles people use to understand and to communicate the value of their actions and social practices. Given the valuational and action-oriented character of narrative it seems strange that evaluators have not yet discovered its value. In this volume we, an international and multidisciplinary group of practising evaluators and policy analysts in various policy fields such as mental health, education, social welfare and water management, explore what a narrative perspective can mean for the practice of program evaluation. We do so by showing and telling.

This book shows how to design and develop educational programmes that are linked, logical and successful, with clear, step-by-step guidance on the processes involved. It shows how to develop courses that successfully meet quality and assessment criteria (including those set by the Quality Assurance Agency), and provides a route map through the various elements involved. The author shows how to design modules with clearly defined levels for assessment, outcomes and quality criteria, and which meet standard teaching and learning expectations. Developed to be accessible, straightforward, systematic and practical, it is illustrated throughout with examples and concise summaries. Key features include: *clear, simple guidance on developing a module *understanding levels and level descriptors *setting aims and learning outcomes *developing assessment methods and criteria *devising teaching strategies *staff development activities *guidance on programme specification.

"Curriculum and Assessment" is the first volume of a new series International Perspectives on Curriculum. This edited book examines the relationship between curriculum, pedagogy and assessment, and, as with subsequent volumes, adopts a cross-sector and comparative approach. Contributors make reference to a number of important debates in the fields of curriculum and assessment: summative versus formative assessment; differentiation versus inclusion; psychometric versus holistic theorising; decontextualised versus contextualised assessment; symbol-processing versus situated learning approaches; integrated versus connected assessment; and high stakes versus low stakes assessment. The rationale for this volume is not to reach an agreement about assessment and curriculum frameworks, but to air the various debates referred to above and develop new frameworks for understanding these important issues.

This volume and the series is timely as administrators and policy-makers in different parts of the world have taken an increased interest in education, and as moves to centralise curriculum provision have gathered pace. This has in some cases driven a wedge between curriculum theory and curriculum practice, as policy-makers have developed and implemented proposals without referring to academic debates about these issues. It therefore is an important task to reassert the need to discuss and debate the curriculum in a critical manner before implementation occurs. This volume sets about that task, addressing policy-makers, administrators, teachers and the research community.

Scotland's Curriculum for Excellence offers an example of a different approach to national curriculum development. It combines what are claimed to be the best features of top-down and bottom-up approaches to curriculum development, and provides an indication of the broad qualities that school education should promote rather than a detailed description of curriculum content. Advocates of the approach argue that it provides central guidance for schools and maintains national standards whilst at the same time allowing schools and teachers the flexibility to take account of local needs when designing programmes of education. Reinventing the Curriculum uses Scotland's Curriculum for Excellence as a rich case study, analyzing the strengths and weaknesses of this approach to curriculum design and development, and exploring the implications for curriculum planning and development around the world.

A volume in Research in Mathematics Education Series Editor Barbara J. Dougherty, Iowa State University The study reported in this volume adds to the growing body of evaluation studies that focus on the use of NSF-funded Standards-based high school mathematics curricula. Most previous evaluations have studied the impact of field-test versions of a curriculum. Since these innovative curricula were so new at the time of many of these studies, students and teachers were relative novices in their use. These earlier studies were mainly one year or less in duration. Students in the comparison groups were typically from schools in which some classes used a Standards-based curriculum and other classes used a conventional curriculum, rather than using the Standards-based curriculum with all students as curriculum developers intended. This volume reports one of the first studies of the efficacy of Standards-based mathematics curricula with all of the following characteristics: - The study focused on fairly stable implementations of a first-edition Standards-based high school mathematics curriculum that was used by all students in each of three schools. - It involved students who experienced up to seven years of Standards-based mathematics curricula and instruction in middle school and high school. - It monitored students' mathematical achievement, beliefs, and attitudes for four years of high school and one year after graduation. Prior to the study, many of the teachers had one or more years of experience teaching the Standards-based curriculum and/or professional development focusing on how to implement the curriculum well. - In the study, variations in levels of implementation of the curriculum are described and related to student outcomes and teacher behavior variables. Item data and all unpublished testing instruments from this study are available at www.wmich.edu/ cpmp/evaluation.html for use as a baseline of instruments and data for future curriculum evaluators or Core-Plus Mathematics users who may wish to compare results of new groups of students to those in the present study on common tests or surveys. Taken together, this volume, the supplement at the CPMP Web site, and the first edition Core-Plus Mathematics curriculum materials (samples of which are also available at the Web site) serve as a fairly complete description of the nature and impact of an exemplar of first edition NSF-funded Standards-based high school mathematics curricula as it existed and was implemented with all students in three schools around the turn of the 21st century.

Covering each of the core curriculum areas in turn, this is a reference on school subject teaching. The authors assess the development of teaching within each subject area since the 1944 Education Act up to the year 2000. In doing so they provide a history of teaching in these fields and a critical assessment of the factors that drive curriculum development, the challenges facing the subjects and the way forward. Each chapter concentrates on curriculum development, research, the subject community, teacher education in that subject, the international context and future challenges.

This edited volume focuses on challenges facing science education across three areas: curriculum, teacher education, and pedagogy. Integrating a diverse range of perspectives from both emerging and established scholars in the field, chapters consider the need for measured responses to issues in society that have become pronounced in recent years, including lessons from the Covid-19 pandemic, the environment, and persisting challenges in STEM teaching and learning. In doing so, the editors and their authors chart a potential course for existing and future possibilities and probabilities for science education.

Contents:
1. Introduction: Evaluating Creativity Julian Sefton-Green, Weekend Arts College 2. Art Education and Talk: From Modernist Silence to Postmodern Chatter Karen Ramey, University of East London and Howard Hollands, Middlesex University 3. Evaluation and Design and Technology John Garvey, Brunel University School of Education and Anthony Quinlan, Sudbury Junior School, Wembley 4. Writing in English and Responding to Writing Muriel Robinson, University of Brighton and Viv Ellis, University of Brighton 5. Music as a Media Art: Evaluation and Assessment in the Contemporary Classroom Lucy Green, London University Institute of Education 6. Measuring the Shadow or Knowing the Bird: Evaluation and Assessment in Drama Education John Somers, Exeter University 7. Making the Grade: Evaluating Student Production in Media Studies David Buckingham, Institute of Education University of London, Pete Fraser, Long Road Sixth Form College, Cambridge and Julian Sefton-Green, Weekend Arts College 8. Whose Art is it Anyway? Art Education outside the Classroom Rebecca Sinker, Middlesex University 9. Making Multimedia: Evaluating Young People's Creative Multimedia Production Rebecca Sinker, Middlesex University 10. From Creativity to Cultural Production: Shared Perspectives Julian Sefton-Green, Weekend Arts College

Evaluating Creative Practice discusses:
*the function of evaluation in general
*the role of formal assessment and its relation with informal evaluation
*the role of the audience for the creative product
*the value of making within the subject discipline
*the balance within the subject paid to product and process
*the role of reflection and the place of the students voice.
Examples of practice from subject disciplines English, Art, Music, Drama, Media Studies, Design and Technology, Gallery Education and Digital Arts will enable those involved with primary, secondary, further, higher, gallery and community education to learn from each other and to develop a coherent approach to the range of creative work produced by young people. By focusing on questions of evaluation and containing a range of practical examples the book sets an agenda for creative work by young people in the school curriculum and beyond.

In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time Volume II was published in 1991 and the research conducted after this date. The editors identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are addressed.

In many ways America is in worse shape than before the first Watts riots occurred over 25 years ago. Intolerance is still abundant; greed is very much alive; and hope held by many at the bottom has been dimmed, if not extinguished. For our country to become everything it is capable of becoming and everything our ancestors dreamed, education cannot continue as usual. Ours is a great country, but when even one of its citizens is made to feel less than human or is robbed of their dignity, something is wrong. Hope, Intolerance, and Greed: A Reality Check for Teachers encourages teachers to question the status quo and to reexamine their power to influence the direction our country takes into the 21st century. It also encourages teachers to acknowledge the realities that exist, teach the rejection of violence, and promote an awareness and understanding of people as individuals.

The impact and content of English as a subject on the curriculum is once more the subject of lively debate. Questions of English sets out to map the development of English as a subject and how it has come to encompass the diversity of ideas that currently characterise it.
Drawing on a combination of historical analysis and recent research findings Robin Peel, Annette Patterson and Jeanne Gerlach bring together and compare important new insights on curriculum development and teaching practice from England, Australia and the United States. They also discuss the development of teacher training, highlighting the variety of ways in which teachers build their own beliefs and knowledge about English.


eBook available with sample pages: 0203452739

"Education and Career Choice" reports on a research project that offers a new perspective on post-sixteen transitions. Using an approach that combines a synthesis of secondary data with the collection and analysis of narrative accounts it describes how young people in the UK make choices at the end of their compulsory schooling. It presents a dynamic model of decision-making that is unconstrained by currently fashionable theoretical concepts and provides a thorough critique of the current state of research in this area.

Many can now conclude that utilising educational technologies can be considered the primary tools to inspire students to learn. Combining these technologies with the best teaching and learning practises can engage in creativity and imagination in the engineering field. Using Technology Tools to Innovate Assessment, Reporting, and Teaching Practices in Engineering Education highlights the lack of understanding of teaching and learning with technology in higher education engineering programmes while emphasising the important use of this technology. This book aims to be essential for professors, graduate and undergraduate students in the engineering programmes interested in learning the appropriate use of technological tools.

A clear, engaging look at the most critical issues of diversity in the 21st century, focusing on the interactions and intersections between culture, the individual, and institutions Understanding Human Differences employs a stimulating inquiry approach to engage students in discussing and debating the most critical issues of diversity in America. Grounded in research from the behavioral and social sciences - including education, psychology, sociology, history, biology, anthropology, women's studies, and ethnic studies - this book uses a question-and-answer format to bring the topics and issues to life. The conceptual framework for the book examines issues from cultural, individual, and institutional perspectives. The last section of the book focuses on changes already achieved or that need to be implemented in schools and other areas of society to create a more just society. The 6th Edition is thoroughly updated to keep readers aware of new factors impacting ongoing issues of diversity as well as emerging new issues. New content and coverage includes: updated information on the consequences of racial profiling (Ch. 8); new content on current immigration issues including the need for K-12 schools to prepare immigrant youth for college, the increased fears of deportation, and immigrant contributions to the urban economy (Ch. 4); and updated and expanded information on LGBT civil rights (Ch. 11.) Also available with the Enhanced Pearson eText* The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad (R) and Android (R) tablet.** Affordable. Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book. *The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. **The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7" or 10" tablet, or iPad iOS 5.0 or later. 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 Enhanced Pearson eText search for: 0135166926 / 9780135166925 Understanding Human Differences: Multicultural Education for a Diverse America Plus Enhanced Pearson eText -- Access Card Package Package consists of: 0135170699 / 9780135170694 Understanding Human Differences: Multicultural Education for a Diverse America, Enhanced Pearson eText -- Access Card 0135196736 / 9780135196731 Understanding Human Differences: Multicultural Education for a Diverse America

Specifically designed for busy teachers who have responsibility for co-ordinating a subject area within their primary school. Each volume in the series conforms to a concise style, while providing a wealth of tips, case studies and photocopiable material that teachers can use immediately. subject they are called on to co-ordinate, these books provide guidance and examples to tackle the job. There are special volumes dedicated to dealing with OFSTED, creating whole school policy and the demands of co-ordinating several subjects within a small school. The entire set of 16 volumes is available for u185.

Detailing how to plan and prepare for a school trip, this text provides advice on the right and wrong way to approach trips that will both educate and entertain. A directory of places of interest grouped into subject-specific sections is included, with advice on suitable trips cross-referenced to particular places. Each entry includes contact points and descriptions of what is available, national curriculum subjects the trip would match and support, age suitability, suggested length of visit, opening times, pricing and facilities.

Writing assessment programs help place entering and mid-career students in composition courses at the appropriate level, monitor the progress of those students, and assist in placing them in writing courses throughout their undergraduate careers. These same universities also have writing instruction programs, which might include writing centers, writing-across-the-curriculum initiatives, and freshman and advanced composition programs. At many institutions, though, writing assessment is not necessarily considered fundamental to writing instruction, and there is little communication between the assessment program and the composition program. This book demonstrates that writing assessment and instruction programs may be successfully integrated. The contributors analyze the development of the writing assessment and instruction program at Washington State University, which is nationally recognized for its success. In doing so, they provide guidance to other institutions planning to develop similar integrated programs. The volume argues that writing assessment and instruction should inform and influence each other; that they should evolve together; and that they should be developed locally. By tracing the success of the WSU program, the authors directly challenge the use of national packaged assessment programs, such as standardized placement tests.