Explicitly linking curriculum inquiry to English education via recurring themes of representation, democracy and knowledge, this book is a call for both researchers and practitioners to engage with curriculum, explicitly and deliberatively, as both a concept and a question. The approach is broadly conceptual and constitutes an exercise in theoretical and philosophical inquiry. While deeply informed by North American debates and developments, this book offers a distinctive counterpoint and a strategically 'ex-centric' perspective, being equally informed by the curriculum scene in Australia, as well as the UK and elsewhere. Divided into two sections, this book first addresses matters of general curriculum inquiry, while the second turns more specifically to English teaching and to associated questions of language, literacy and literature in L1 education. Green brings the two together through a critical examination of the Australian national curriculum, especially in its implications and challenges for English teaching, and with due regard for the project of transnational curriculum inquiry.

This book defines the concept and practices of literacy through a discussion of knowledge, information media, culture, subjectivity, science, communication, and politics. Examining the ways in which the spread of literacy and education have caused culture wars in pluralist societies since the 16th century, the author reviews an interdisciplinary array of scholarly literature to contend that science, and more broadly evidence-based inductive arguments, offer the only reliable source information, and the only peaceful solution to cultural conflict in the 21st century. With a focus on the multifaceted practice of literacy-as-communication as embedded within larger social and political processes, this book offers a comprehensive study of literacy through five core topics: knowledge, psychology, culture, science, and arguing over truth in pluralist democracies. The central thesis of the book argues that we require a new literacy that incorporates reading and writing with advanced cognitive and epistemological skills. Today's citizens need to be able to understand the basic cognitive and cultural processes through which knowledge is created, and they need to know how to evaluate knowledge, peacefully debate knowledge, and productively use knowledge, for both personal decisions and public policy. How Do You Know? The Epistemological Foundations of 21st Century Literacy is an interdisciplinary study that will appeal to scholars across the sciences and humanities, especially those concerned with pedagogy and the science of learning.

Engendering Cosmopolitanism Through the Local presents a critique of multicultural education, which tends to focus on multiculturalism at the expense of a truly international curriculum. While lessons in multiculturalism are oftentimes well intentioned, this book begins with the premise that we do a disservice by imparting lessons in international culture and history through multiculturalism, which can perpetuate insularity even as it claims to promote global coverage. The book offers background on World Literature, a term used for one hundred years to refer to a global literary tradition; reviews the numerous challenges of reading cross culturally; and provides an overview of cosmopolitanism, a two-thousand-year-old concept referring to our ability to appreciate cultures and nations different from our own. The book also shares the stories of three teachers who engaged their students with international literature by connecting texts topically or thematically with the students' lived experiences. The book closes with suggested curriculum on modern Chinese literature. Engendering Cosmopolitanism Through the Local provides important and practical background information invaluable to courses on literacy, children's literature, multicultural education, and global studies.

Through its unique integration of curriculum and learning principles, Early Childhood Curriculum: A Constructivist Perspective, 2nd Edition fosters authentic, developmentally appropriate practice for both preschool and early elementary classrooms. The constructivist format of this book encourages active involvement on the part of readers by asking them to observe, question, reflect, research, and analyze, thus allowing readers to create their own knowledge through their responses and actions.

Early Childhood Curriculum examines curricular goals such as autonomy, development, and problem solving and links those goals with constructivist principles of learning. It explores ways teachers can create meaningful learning environments and choose curriculum tasks appropriately in all content areas that are linked to the learning and development needs of young children. The text provides a wealth of practical detail about implementing constructivist curriculum as the authors discuss classroom climate and management, room design, play, and cooperative learning, among other topics. The book also includes information about how teachers can meet required mandates and national and state standards in appropriate ways as they plan their curriculum, and examines the early childhood educator's role with community agencies, reform and legal mandates, and public relations.

Special Features:
Curriculum Strategies highlight models for developing curriculum, including projects, curricular alignment, integration of various subject matter areas, and types of knowledge.
Constructions promote problem solving by allowing students to explore, revisit, examine, and learn from first-hand experience.
Multiple Perspectives from the Field provide interviews with teachers and other early childhood professionals, offering students a realistic look at the profession from a diverse group of educators.
Teacher Dialogues explore a wide range of student concerns, including curriculum, learning environments, assessment, and documentation, representing a collaborative support group for pre-service teachers and readers.
Companion Website with an instructor s guide, additional readings and links, activities, and templates for downloads offer a wealth of resources for both the instructor and student.

Education and Social Dynamics offers a new approach to analyzing curriculum change by investigating the entanglement of education and society in markedly heterogeneous Turkey, which has recently witnessed nation-wide curriculum reforms. While the new curriculum has attempted to homogenize all Turkish primary schools since 2005, Nohl and Somel, drawing on a theoretical differentiation of social entities, reveal how subsequent curricular practices have had to account for the diversity of milieus and organizations in the nation's educational sector, and how inequality and competition run rampant in the standardization efforts. Using expert interviews, group discussions, and other empirical data that compare instructional practices within five distinct schools, the book represents a breakthrough in our understanding of developments in Turkey and their significance for extant theories of curriculum development and reform worldwide. By linking specific case study material from Turkey to intensifying international concerns, it provides an important and relevant global commentary.

Although Chinese societies have generally become striking as the classic over-achievers in international measures of academic performance, there has been no specialised publication exploring early childhood curriculum in Chinese contexts. Through this book, readers will learn more about how the Chinese context and culture collide with educators' beliefs about the right activities for children and educators in early childhood settings. This book will be the first one of its kind to focus on early childhood curriculum in Chinese societies - from social context and culture to reforms and practices, and finally to the lessons that researchers, policymakers and practitioners could learn, as well as future directions. Is play valued? Are young children schooled earlier in Chinese societies? How do Chinese children learn in kindergartens? What is valued by Chinese educators when they implement early childhood curricula? How do Chinese teachers deliver early childhood curricula for their young children? Why were Chinese early childhood curricula implemented in these ways? Answers to these questions and more will be provided in this pioneering book.

Bringing together Carl Leggo's most significant contributions over the past 30 years, this book celebrates his work in curriculum studies, English language arts, literacy and life writing, poetry, and arts education. Organized around three thematic sections-Loving Language, Narrating Ruminations, and Storying the World-the volume highlights his efforts across interrelated fields of inquiry, including narrative and poetic inquiry, contemplative inquiry, and social fiction. The text extends the discussion and conversation of curriculum studies and is greatly enhanced with a selection of original poetry by this incomparable poet, scholar, and teacher. Carl Leggo is renowned not only for his ground-breaking work at the University of British Colombia, but also for his tremendous influence on graduate education across the English-speaking world. This volume honours that immense contribution in today's time of academic change and development.

Anti-racism studies have blossomed over the years with scholarship and political work reinforcing each other to cement anti-racist change. But how do we understand anti-racist research? How is anti-racist research methodology different from other methods of research investigation? What are the principles of anti-racism research? This edited collection attempts to provide some answers by bringing together works that examine the perils and desires of anti-racist research with a particular focus on the notion of 'difference' and a serious consideration of the race, gender, class, and sexuality intersections/implications of educational research.

First published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

This research-based curriculum features 15 lessons that use the latest information about the brain to dramatically improve behavior and learning for all students. Each lesson offers easy strategies for helping students focus their attention, improve their self-regulation skills, build resilience to stress, and develop a positive mind-set in both school and life. The lessons fit easily into any schedule and require minimal preparation. Classroom management tips and content-area activities help you extend the benefits of MindUP throughout your day, week, and year
Includes a full-color, innovative teaching poster with fascinating facts about the brain For use with Grades PreK-2.

The International Handbook of Student Experience in Elementary and Secondary School is the first handbook of its kind to be published. It brings together in a single volume the groundbreaking work of scholars who have conducted studies of student experiences of school in Afghanistan, Australia, Canada, England, Ghana, Ireland, Pakistan, and the United States. Drawing extensively on students' interpretations of their experiences in school as expressed in their own words, chapter authors offer insight into how students conceptualize and approach school, how students understand and address the ongoing social opportunities for and challenges in working with other students and teachers, and the multiple ways in which students shape and contribute to school improvement.

This book for Ku12 school leaders and curriculum specialists leads educators step by step through curriculum planning and development processesufrom data analysis to alignment, mapping, pacing, assessment, and monitoring. The completion of each of these phases results in the creation of curriculum documents and curriculum benchmarks. With these documents a district will know:What academic expectations they are expected to teach and test in what grade or classWhere the data gaps are for each academic expectationWhere and when the expectations will be taught and the materials necessary to teach themHow to use aacommon assessment to test the expectations within grades or subjects

Originally published in 1975, The Critical Enterprise looks at how the expansion and diversification of English Studies was shaping and was shaped by the Higher Education curriculum. The book looks at how students of sixth forms, colleges, polytechnics and universities alike found an increasing emphasis on interdisciplinary studies and how this opened new ways of studying new subjects. The book defines the unique academic elements which make English Studies a unique academic experience as well as an essential ingredient of most interdisciplinary courses.

Based on a qualitative meta-analysis of data from five studies conducted with secondary and college students, this book explores the multiple ways in which sources of cosmopolitan agency exist in their lives. Grounded in a framework of critical cosmopolitanism, this book examines how students' identities develop in new contexts and how their perceptions of themselves change. With a focus on native-born, international, immigrant, and refugee students, Oikonomidoy discusses the ways in which students express their cosmopolitan orientations and interact in cross-cultural settings, and offers insights for scholars and teacher educators.

Originally published in 1982. This book presents a view of how the curriculum should be studied and a model for the teaching of curriculum theory. It looks at each issue clearly and briefly, and without dogmatism, and offers a wide range of practical tasks. These tasks require readers to reflect upon and analyse their preconceptions about teaching; to suggest ways of planning work for their pupils and trying it out; to analyse and evaluate textbooks and worksheets; to study other teachers in action; and to consider alternative ways of organising the curriculum. The ordering is designed to encourage teachers to form systematic strategies for thinking about the curriculum, and to lead to the discussion of matters of principle as a basis for practical choices.

Originally published in 1993. Integrating cross-curricular themes into the curriculum has emerged as a major challenge for all schools. This book gives advice on how to deal with Citizenship in schools in terms of whole-school development planning, monitoring and evaluation. Placing it in the context of other cross-curricular themes and of core and foundation subjects in the National Curriculum, this book is for headteachers, other teachers involved in curriculum coordination, school inspectors, initial teacher trainers and lNSET providers.

Originally published in 1980. School-based curriculum development was the dominant form of curriculum development in Britain. Though there were national projects, it was thought that the initiative for change must come from within the schools. Curriculum development arose directly from the needs and enthusiasms of the schools, their pupils and their teachers. Some large schools had undertaken their own programmes while others joined forces, sharing common needs and enjoying common achievements or based effective in-school initiatives on national projects. Given how much things have changed since, this book is enlightening. Case studies: Codsall, Staffordshire; Manor Park, Newcastle; Abraham Moss Centre, Manchester; and Hele's School, Exeter. There are also studies of the Independent Learning in Science Project and in the Nuffield Integrated Science Project.

Originally published in 1990. Small primary schools were a source of considerable debate in the 1980s. This balanced and authoritative account is based on the findings of a survey of curriculum provision. It shows that small primary schools differ surprisingly little from their larger counterparts in the content of their curriculum and in the manner of its teaching. It suggests though that pupils in small schools do not necessarily get a better deal than pupils in larger schools. It looks at the future of those schools and discusses clustering and federation to pool resources. Written just as the National Curriculum was about to be introduced, this book is an interesting reflection for students of primary education, curriculum studies and educational administrators.

Originally published in 1994. This work is intended for teachers in primary and secondary schools faced with the challenge of maximizing National Curriculum opportunities for environmental or "green" issues. The contributors suggest ways of augmenting pupils' understanding of the issues. This book is for teachers in primary and secondary schools faced with the challenge of maximising curriculum opportunities for environmental issues. Specialist contributors suggest practical ways of augmenting their pupils' understanding of these issues, via work in the other cross-curricular areas, in core and foundation subjects of the National Curriculum and in other areas of study.

Originally published in 1988. The history of curriculum has now become an extremely important area of curriculum research. The rehabilitation of historical studies has challenged mainstream psychological and philosophical theories of curriculum and it argues for a reformulation of the current dominance of scientific management models of curriculum changes. This book presents comparative data from a range of countries which help define the methodologies employed in curriculum history. It also explores some of the major curriculum issues uncovered in historical studies.

Originally published in 1986. Pupils, teachers and educationalists have contended with continuity difficulties for many years but the problem remains a major one not only in Britain but also throughout the world, including North America. This book examines the problem, assesses the steps being taken to minimise the problem and makes suggestions for improving practice. Continuity is considered both historically and in its 1980s context. The major emphasis is on strategies used at national, regional and school level to minimise difficulties children face when they change school - strategies such as teacher visits and exchanges, liaison committees and the use of transfer documents.

Originally published in 1989. What should be taught in schools? This book explores the differing curriculum traditions in Britain, Europe, the USA, Latin America, India and the Far East and the possibilities for change. For the practising teacher and the educationalist it opens up the debates about 'quality' in education which have been intense in many countries throughout the 1980s and focuses on how different countries are trying to change the curriculum to achieve higher standards and greater relevance. Considering the age-old questions "Who shall be educated?" and "What knowledge is of most worth?", four major curriculum traditions are examined in an historical context. The authors show how some European and American practices were freely incorporated into emerging systems in other parts of the world while elsewhere curricula were transferred by imperialists to their colonies and then modified. In the first part of the book the difficulties of curriculum change are explored within the contexts of countries where the curricula are rooted in indigenous models. The second part examines countries where curricula have been transferred from other parts of the world and how this affects curriculum change. In each case the politics of educational change since 1945, when compulsory education was introduced in many countries, has been analysed. The book will help students of education to understand the issues of curriculum reform and the transfer of curriculum models and places the problems in an international perspective with case studies.

Originally published in 1983. Written by an experienced headteacher and curriculum consultant, this book was written to help schools with the task of planning their whole curriculum - teachers, governors, administrators and students. It provides information on national educational policies of the time, approaches to curriculum planning, and the structures of actual schools. The Department of Education and Science had just issued Circular 6 of 1981, which called upon education authorities, governing bodies, heads and the staffs of schools 'to secure a planned and coherent curriculum within the schools'. The book describes the background to this development; spells out the tasks involved; provides a series of exercises for planning and discussion; and offers ideas, questions and methods. It recognises the diversity of school circumstances, and talks about the vital transition from theory to practice.

Originally published in 1978. This book presents how the potential of the comprehensive school could be realized by bringing unity and coherence to its curriculum and organization. Among the subjects considered are value judgments and curriculum design; faculties and the organization of learning; subjects and options; the sixth form; and the timetable as an enabling device. This book goes beyond the prevalent considerations of the time to examine the relationship between educational theory and practice, and the underlying issues of how a rationale of curriculum may be determined and the involvement of teachers in school-focused curriculum development. An appendix considers the curriculum and timetable structure of Sheredes School in Hertfordshire, a new comprehensive school set up in 1969.

Originally published in 1989. This book defines and explains in simple language the essential characteristics of the school curriculum and the forces which act on it. The National Curriculum provides an integrating theme throughout the book, and the author gives a list of suggested further reading. This is not just a standard first year text for students starting B.Ed and PGCE courses but also an introduction for school governors who under the 1986 and 1988 Education Acts have an increased responsibility for the curriculum in their schools.