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Offering an accessible entry into curriculum theory, this book
defines and contextualizes key concepts for novice and experienced
students. Leading scholars in curriculum studies provide short
anchor texts that introduce, define, and situate contemporary
curriculum theory constructs. Each anchor text is followed by two
concise, creative keyword responses that demonstrate varied
perspectives and connections, allowing readers to reflect on and
engage with the personal relevance of these fundamental concepts.
Useful to instructors and scholars alike, this book explains
keyword writing as a teaching and learning strategy and invites
readers to enter the complicated conversations of contemporary
curriculum theory through their own creative, personal responses.
Featuring wide-ranging, nuanced, and varied commentary on major
relevant themes, as well as discussion questions for students, this
book is an essential text for doctoral and masters-level courses in
curriculum studies.
Offering an accessible entry into curriculum theory, this book
defines and contextualizes key concepts for novice and experienced
students. Leading scholars in curriculum studies provide short
anchor texts that introduce, define, and situate contemporary
curriculum theory constructs. Each anchor text is followed by two
concise, creative keyword responses that demonstrate varied
perspectives and connections, allowing readers to reflect on and
engage with the personal relevance of these fundamental concepts.
Useful to instructors and scholars alike, this book explains
keyword writing as a teaching and learning strategy and invites
readers to enter the complicated conversations of contemporary
curriculum theory through their own creative, personal responses.
Featuring wide-ranging, nuanced, and varied commentary on major
relevant themes, as well as discussion questions for students, this
book is an essential text for doctoral and masters-level courses in
curriculum studies.
This phenomenological study examined the long-term significance of
participation in elementary school musical theatre productions. The
research aimed to explore the common and unique themes that emerged
from adults recalling their childhood experiences, and how these
experiences affected the development of musical and life-related
skills. A questionnaire was distributed to a diverse group of 134
individuals, in retail, business, and education settings,
representing a stratified sample in two Ontario communities.
Semi-structured interviews were conducted with six participants to
elicit further memories of significant experiences related to their
participation in elementary school musical theatre. The most
significant meaning of school musical experiences for the
participants had little to do with the skills developed in the
arts, but rather focused on an increased sense of community and
growth in self-awareness and confidence. Suggestions for future
research on other salient aspects of elementary school are offered
to shed further light on this phenomenon, which appears to have
life-long and deep effects on those who are able to participate in
elementary school musical theatre.
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