This open access book is a comparative analysis of recent large scale education reforms that broadened curriculum goals to better prepare students for the 21st century. The book examines what governments actually do when they broaden curriculum goals, with attention to the details of implementation. To this end, the book examines system level reforms in six countries at various levels of development. The study includes system level reforms in jurisdictions where students achieve high levels in international assessments of basic literacies, such as Singapore and Ontario, Canada, as well as in nations where students achieve much lower levels, such as Kenya, Mexico, Punjab-Pakistan and Zimbabwe. The chapters examine system-level reforms that focus on strengthening the capacity to teach the basics, as in Ontario and Pakistan, as well as reforms that aim at building the capacity to teach a much broader set of competencies and skills, such as Kenya, Mexico, Singapore and Zimbabwe. The volume includes systems at very different levels of spending per student and reforms at various points in the cycle of policy implementation, some just starting, some struggling to survive a governmental transition, and others that have been in place for an extended period of time. From the comparative study of these reforms, we aim to provide an understanding of how to build the capacity of education systems to teach 21st century skills at scale in diverse settings.

Two persistent dilemmas haunt school reform: curriculum politics and classroom constancy. Both undermined the 1960s' new social studies, a dynamic reform movement centered on inquiry, issues, and social activism. Dramatic academic freedom controversies ended reform and led to a conservative restoration. On one side were teachers and curriculum developers; on the other, conservative activists determined to undo the revolutions of the 1960s. The episode brought a return to traditional history, a turn away from questioning, and the re-imposition of authority. Engagingly written and thoroughly researched, "The Tragedy of American School Reform" offers a provocative perspective on current trends.

This book offers a critical and reflective discussion of contemporary challenges for education relating to sustainability and post-factual truths in light of the concepts of knowledge and Bildung. The book uses the concepts of knowledge and Bildung as keys to grasp what education is, and how the different educational traditions can complement a better understanding of challenges to education. Knowledge is taken as the core of the Anglo-American and French educational traditions, and Bildung is key for German and Nordic Didaktik traditions. The book presents comparative analytical work from international scholars who discuss Bildung aims in the light of sustainability, and knowledge in light of the 'post-factual' era. Building on the 2021 book Didaktik and Curriculum in Ongoing Dialogue, the book will be highly relevant for researchers, scholars and postgraduate students in the fields of educational theory, pedagogy, curriculum studies and comparative education.

- The book represents a novel contribution authored by William F. Pinar, a world-leading scholar in the field of Curriculum Studies. - The volume builds on Pinar's seminal methodological contribution to the field - currere - and advances this to offer a praxis of presence as a means of responding to contemporary crises. - Although a praxis of presence is more widely applicable as a methodological approach, this volume applies it specifically to timely issues relating to increased use of technology in education, and by young people more generally.

This volume explores best practices in implementing the Performed Culture Approach (PCA) in teaching Chinese as a foreign language (CFL). Offering a range of chapters that demonstrate how PCA has been successfully applied to curriculum, instructional design, and assessment in CFL programs and classrooms at various levels, this text shows how PCA's culture-focused paradigm differs fundamentally from the general communicative language teaching (CLT) framework and highlights how it can inspire innovative methods to better support learners' ability to navigate target culture and overcome communication barriers. Additional applications of PCA in the development of learner identity, intercultural competence, autonomy, and motivation are also considered. Bridging theoretical innovations and the practice of curriculum design and implementation, this work will be of value to researchers, teacher trainers, and graduate students interested in Chinese teaching and learning, especially those with an interest in incorporating performance into foreign language curriculums with the goal of integrating language and culture.

This book introduces Chinese educational reforms and developments rolled out in the year 2014, examining them from both macro and micro perspectives and pursuing a mixed-methods approach. This book depicts the current landscape of the Chinese education system and institutions on different educational levels and in a variety of educational types, covering the development and reform status, issues, causes and effects, strategy plans and trends in the specific areas of schooling, financing, educator development and student development. Based on policy analysis, case studies, surveys and big data analysis, it combines the perspectives of both officials and grass-root stakeholders. Presenting contributions by scholars from over 10 Chinese and international higher education institutions and research institutes, as well as administrators and educators from over 20 provinces and regions throughout the nation, the book offers the most comprehensive, up-to-date and solidly fact-based scholarly representation of Chinese education reform and development on the market.

- The book represents a novel contribution authored by William F. Pinar, a world-leading scholar in the field of Curriculum Studies. - The volume builds on Pinar's seminal methodological contribution to the field - currere - and advances this to offer a praxis of presence as a means of responding to contemporary crises. - Although a praxis of presence is more widely applicable as a methodological approach, this volume applies it specifically to timely issues relating to increased use of technology in education, and by young people more generally.

This volume explores the history of dance on the historically black college and university (HBCU) campus, casting a first light on the historical practices and current state of college dance program practice in HBCUs. The author addresses how HBCU dance programs developed their institutional visions and missions in a manner that offers students an experience of American higher education in dance, while honoring how the African diaspora persists in and through these experiences. Chapters illustrate how both Western and African diaspora dances have persisted, integrated through curriculum and practice, and present a model for culturally inclusive histories, traditions, and practices that reflect Western and African diasporas in ongoing dialogue and negotiation on the HBCU campus today.

This collection highlights the diverse ways comics and graphic novels are used in English and literature classrooms, whether to develop critical thinking or writing skills, paired with a more traditional text, or as literature in their own right. From fictional stories to non-fiction works such as biography/memoir, history, or critical textbooks, graphic narratives provide students a new way to look at the course material and the world around them. Graphic novels have been widely and successfully incorporated into composition and creative writing classes, introductory literature surveys, and upper-level literature seminars, and present unique opportunities for engaging students' multiple literacies and critical thinking skills, as well as providing a way to connect to the terminology and theoretical framework of the larger disciplines of rhetoric, writing, and literature.

This book explores the concept of the 'hidden curriculum' within doctoral education. It highlights the unofficial channels of genuine learning typically acquired by doctoral students independent of the physical and metaphorical walls of academia. The doctorate is a huge and complex undertaking which requires a range of support beyond academic foundations. The exchange between official and hidden curricula is therefore key, not just for achieving the qualification, but to also achieve transformative growth. This book offers a framework for a 'doctoral learning ecology model' to scaffold learning and sustain wellbeing by leveraging both formal and hidden curricula. This illuminating book will be of interest and value to doctoral researchers, supervisors, and mentors.

- Includes perspectives from both inside the academy and the professional music world, providing insights into how higher education can best prepare students for music performance careers - Draws connections between a range of changes needed in music higher education, from incorporating diversity, equity and inclusion to entrepreneurship and digital technologies

Offering a vital, critical contribution to debates on gender, sexuality and schooling in South Africa, this book highlights how South African educational practices, discourses and structures normalize cisheteronormativity, along with how these are resisted within schools and through contemporary forms of activism. Not only does it add fresh insights to the existing research literature on gender, sexualities and schooling, it also underscores the valuable contributions of queer and transgender social movements, which have made influential legislative, teaching, learning and support contributions to education. Drawing on ethnographic research with queer and transgender activists, teachers, school managers, parents and school attending youth, the book provides everyday real-life quotes and observations offering a deeply critical contribution to the debates on gender and sexualities, education and activism. Using spatial and affect theories, it troubles the assumptions that frame this field of research to make a novel contribution to the national and international literature and research. The book provides research-based insights for thinking about and calls for informed action to challenging cisheteronormativity within and beyond schools.

Teachers want their students to think, learn, and understand. Some teachers are more successful than others in achieving those goals. * What do teachers who achieve those goals do differently than those who don't? * What can new teachers do to help support students progress toward those goals without "giving the answers" to early in the learning process? * What can experienced teachers do to improve their percent of their students who are successful in achieving of those goals? Without realizing it in many cases, most teachers provide options for students that allow their students to complete required tasks with minimal effort on their part. The problem is how to avoid the "TMI" trap. In "Tune Up Your Teaching and Turn On Your Students", Dr. Chuck Downing and Dr. JoAnn Jurchan, two veteran educators with over 75 years of combined experience at multiple student levels, provide a clear and detailed description of how to help teachers change their methods and raise the level of both thinking and learning in their classrooms. Neither a "cookbook" nor a "one size fits all" solution, "Tune Up Your Teaching and Turn On Your Students" instead describes a research-based process that can be personally tailored by any teacher to her or his situation. Regardless of the tenure of your teaching experience, you will find both guidance and pearls that will help and motivate you to transform your teaching. Written in a conversational style, Dr. Jurchan and Dr. Downing, using concrete examples in all core areas of how to transform common activities into hotbeds of thinking. To clarify critical points, the authors include "He Said She Said" dialogues between one another, providing insight into their thought process. This is a map of the change process "with GPS coordinates included."

This book is a theoretical and practical guide to implementing an inquiry-based approach to teaching which centers creative responses to works of art in curriculum. Guided by Maxine Greene's philosophy of Aesthetic Education, the authors discuss the social justice implications of marginalized students having access to the arts and opportunities to find their voices through creative expression. They aim to demystify the process of inquiry-based learning through the arts for teachers and teacher educators by offering examples of lessons taught in high school classrooms and graduate level teaching methods courses. Examples of student writing and art work show how creative interactions with the arts can help learners of all ages deepen their skills as readers, writers, and thinkers.

Creating a sustainable future is one of the biggest challenges that we face as a human race. This is often made even harder by the apathy of many towards the need for sustainability. Education will play a crucial role in finding a solution to the global climate crisis, by shaping future generations who are informed, enlightened and ready to take action. This book explores the value of institutions of higher education in leading the way on the topic of sustainability education by ensuring that it is well entrenched in the curriculum, as well as in everyday practice and lifestyles. This unique volume features authors from different parts of the world who narrate their own experience of integrating sustainability into their curriculum, and teaching sustainability to students. By exploring the idea that education and sustainability should be seen as intrinsically linked if we are to see global change, this important text will prove invaluable for leaders, scholars and policy specialists in higher education.

This book discusses the importance of teaching fundamental economic concepts as part of the middle school social science curriculum in India. It examines the status of economics in Indian schools and the issues faced in teaching it at the middle school level and emphasizes the need for increasing the economic literacy of students. It offers valuable recommendations to curriculum planners and educators to help them bolster economics education in Indian schools. The author presents an extensive curriculum framework with the intention of developing intellectual and social skills in students. The book also features classroom-tested lessons, content guidelines, and a comprehensive teaching plan for grades 6, 7 and 8. A crucial contribution to the study of school education in India, this book will be of interest to teachers, students and researchers of education, economics education and economics. It will also be useful for policy planners, professional economists, administrators, school boards and research institutions.

Teacher-educator international professional development involves personal and professional, research- and practice-oriented, and pragmatic and aesthetic growth. This text encourages teacher educators to explore this work as Ren, or benevolent human beings, in cultivating global professional communities. As faculties engage in Ren as a vital 21st century form of development, new insights may emerge for how to revive and apply this concept in our changing global society. This text begins by discussing evolving concepts of achievement in an era of globalization, contrasting comparative conquest with global notions of relational integrity. Evolving aspects of achievement in 21st century China are also included. The text goes on to explore aspects of 21st century teacher quality and professional development, before presenting a theoretical framework for the international professional development of teacher education faculties as a process of becoming professional individuals, research-based practitioners, and aesthetic engineers. Narrative inquiry, including the aesthetic approach employed in this text, is described as the research method used to explore the development of 15 faculty participants in this text's case study of one teacher education research center at a Chinese university. Findings from the author's two-year immersion at the research site involve three overarching "complementary contrasts," or "tensions held in balance," across the 15 faculties in this study. These tensions included harmonizing (1) community and individuality, (2) adaptability and expression, and (3) authority and compassion. The findings are discussed in light of the original theoretical framework for teacher-educator international professional development by integrating participant interviews, research publications, and further observations into current academic discourse. The text concludes by offering implications for teacher-education practice, research, and policy for China, and other countries including the U.S., and suggests how the findings connect to global academic discourses on teacher-educator professional development across international settings.

Using casual language and a straightforward approach, Better Writing: Beyond Periods and Commas provides students with an easy-to-read and effective guide for developing their writing skills. Rather than intimidate and overwhelm novice writers with vast sets of rules, Travis Koll utilizes simple explanations and examples to demystify the writing process. Armed with this better understanding, one that reaches far beyond the mere mechanics of punctuation and grammar, students can begin to recognize the true nature and significance of writing, its potential impact on their readers, and the importance of their voices in their communities and the world.

The purpose of medical education is to benefit patients by improving the work of doctors. Patient centeredness is a centuries old concept in medicine, but there is still a long way to go before medical education can truly be said to be patient centered. Ensuring the centrality of the patient is a particular challenge during medical education, when students are still forming an identity as trainee doctors, and conservative attitudes towards medicine and education are common amongst medical teachers, making it hard to bring about improvements. How can teachers, policy makers, researchers and doctors bring about lasting change that will restore the patient to the heart of medical education? The authors, experienced medical educators, explore the role of the patient in medical education in terms of identity, power and location. Using innovative political, philosophical, cultural and literary critical frameworks that have previously never been applied so consistently to the field, the authors provide a fundamental reconceptualisation of medical teaching and learning, with an emphasis upon learning at the bedside and in the clinic. They offer a wealth of practical and conceptual insights into the three-way relationship between patients, students and teachers, setting out a radical and exciting approach to a medical education for the future.

"The authors provide us with a masterful reconceptualization of medical education that challenges traditional notions about teaching and learning. The book critiques current practices and offers new approaches to medical education based upon sociocultural research and theory. This thought provoking narrative advances the case for reform and is a must read for anyone involved in medical education." -

David M. Irby, PhD, Vice Dean for Education, University of California, San Francisco School of Medicine; and co-author of Educating Physicians: A Call for Reform of Medical School and Residency

"This book is a truly visionary contribution to the Flexner centenary. It is compulsory reading for the medical educationalist with a serious concern for the future - and for the welfare of patients and learners in the here and now."

Professor Tim Dornan, University of Manchester Medical School and Maastricht University Graduate School of Health Professions Education.

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"Advances in Business Education & Training" is a Book Series to foster advancement in the field of Business Education and Training. It serves as an international forum for scholarly and state-of-the-art research and development into all aspects of Business Education and Training.

This new volume deals with several aspects of the challenge to design learning in and for a changing world. The first part concerns program development. How to build curricula that are future-proof? Principles to innovate our curricula are identified. It answers the question how we can incorporate the need for change in our thinking about curriculum-development and identify the necessary elements to incorporate in our curricula. The second part focuses on the increasing diversity of students and employees within our schools and organizations, in terms of culture, language, and perception of ability, gifts, and talents. This offers a range of opportunities, but at the same time can possibly jeopardize some processes that are taken for granted. Chapters in this part analyze the processes that play a crucial role in dealing with this diversity and identify educational practices that can help to harvest the potential that lies within this diversity. The third part of this book digs further into the possibilities that are opened up by the implementation of ICT-support in our learning environments. E-learning provides tools to adapt these environments to the needs of an increasingly diverse student-population. In the last part we focus specifically on the workplace and how learning can be designed in such a way that employees are equipped for a shifting workplace. On the one hand it is looked how training can affect performance in the workplace. Does learning transfer to the work environment? On the other hand it is questioned how one can design affordances to trigger learning in the workplace.

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This book urgently confronts systems of privilege and oppression within education, and combines concepts including bifocality, currere, and conscientizacao to highlight the role of dialogical and autobiographical reflection in dismantling neoliberal and colonial logics at the level of theory, policy, and practice. The author purposefully connects methods and concepts from curriculum, social studies and the arts, and offers insights into identity formation, social position, and social transformation. As such, Jales Coutinho presents an opportunity for curricularists to evaluate the connections between their lives and their work within and across mutually-constitutive discursive and material contexts, and critically analyze their agency, their relational encounters, and their position as changemakers within unjust social realities. Focusing on the intersection of curriculum theory with educational policy and leadership, the text calls for a mutual "becoming conscious" to illustrate how this can affect a paradigmatic shift toward social justice education, lived curriculum, and emancipatory pedagogy. With the potential to expand and set the tone for a long-standing curriculum conversation for curriculum theorists, educational leaders and policymakers concerning the contours and dimensions of our work in schools, research institutions, and policy circles, it crucially asks: what does it mean to engage in the complicated conversation of curriculum work in a post-reconceptualist era?

Good teaching does not just happen during classroom instruction. The instructional design practices teachers participate in outside of instruction can have impact on potential learning opportunities that take place during class time. Lesson planning is one of those practices that can improve a teacher's instruction; however, it needs to be supported. Although there are a plethora of lesson plan models to assist teachers, there are no concrete strategies to help principals, teacher educators and mentors give constructive feedback on lesson plans that can impact teachers' content, pedagogy or classroom management. This book addresses it, and provides specific strategies that supervisors can use. The goal is to use lesson plans as an educative tool.

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).

This volume showcases a series of chapters that elaborate on Mary Aswell Doll's contributions to the field of curriculum theory through her examination of currere as a mythopoetics. By bringing Doll's Jungian, autobiographical, and literary perspectives into conversation with emergent forms of subjective inquiry-including aesthetic concepts, ecological questions, and spiritual themes-the volume foregrounds the originality and significance of Doll's book The Mythopoetics of Currere in particular, while simultaneously extending it and demonstrating its applications in various scholarly conversations. Leading scholars in the field of curriculum studies such as William F. Pinar and Molly Quinn demonstrate how they use Doll's ideas as pedagogy, as theoretical framing for their work, and as the basis of their own study and self-exploration. A response essay from Doll herself concludes the text, bringing further thought and insight to the mythopoetic dimensions of currere. This text will benefit scholars, academics, and students in the fields of curriculum studies, curriculum theory, and the foundations of education more broadly. Teachers and teacher educators interested in the conceptualization of curriculum in humanities education will also benefit from this volume.

This book discusses the topic of graduate employability from the premise that in this era of 'massification,' economic austerity, and political uncertainties, higher education (HE) no longer guarantees a clear 'work place advantage.' Divided into three sections, the book offers theoretical and philosophical discourses on the 'HE quandary,' whilst taking into account - and critiquing - political, temporal, and national contexts. It culminates in an investigation into specific discipline areas. It offers insights into the way that institutions, decision-makers, academics, and professional support staff can work together towards ensuring that our graduates are able to cope with the varied demands and challenges of modern job markets. It harnesses arguments and reflections on the breadth and depth of the functions of HE, such as social transformation, promoting principles of social justice, and providing opportunities. It grounds these in a triadic model for enhancing student engagement and holistic learning, namely, the emotional, cognitive, and behavioural aspects. As an anthology, it is forward-gazing in terms of the sustainability debate, whilst still offering evidence-based, research-grounded, practical suggestions to readers looking for tips and tools of the trade.