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Books > Social sciences > Education > Organization & management of education > Curriculum planning & development
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Working with and against Shared Curricula - Perspectives from College Writing Teachers and Administrators (Hardcover, New edition)
Loot Price: R1,964
Discovery Miles 19 640
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Working with and against Shared Curricula - Perspectives from College Writing Teachers and Administrators (Hardcover, New edition)
Series: Studies in Composition and Rhetoric, 17
Expected to ship within 12 - 19 working days
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Working with and against Shared Curricula: Perspectives from
College Writing Teachers and Administrators explores the
complexities surrounding the expanding use of shared
curricula-syllabi and assignments intended to work universally, for
all teachers and all students within a given writing program.
Chapters in this collection offer the experiential accounts and
research-based arguments needed to prepare teachers and
administrators to respond to calls to scale up writing programs for
delivery by contingent instructors, in online courses, or at
distant sites. Speaking from a variety of perspectives and
institutional locations, these authors grapple with questions
increasingly common in writing programs: In what ways do shared
curricula forward noble goals, such as reducing workload for
teachers or ensuring an equitable educational experience for all?;
In what ways do shared curricula undermine teacher efficacy and
student learning?; When syllabi and assignments are exported from
one location to another, what contexts are gained, lost, or changed
in the process? In the end, what emerges from this collection is
not a clear or simplified argument either for or against shared
curricula and pre-designed courses. Instead, readers gain a nuanced
picture of both the affordances and limitations of these
instructional models for writing programs, and their potential
impacts for teachers and students. By exploring the lived
experiences, material conditions, political economies, and
ideological conflicts of shared curricula environments for multiple
stakeholders, this collection serves as a thoughtful interrogation
of scalability in writing instruction.
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