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This book brings together a variety of connected voices which
consider potential ways forward for school reform. By demonstrating
how the 'subject-centered' and 'student-centered' models of
education can, and have been working together in various contexts,
the text sets out a compelling case for an emerging movement that
unites ideologies and pedagogical traditions which have
traditionally been considered to be at odds with one another. In
drawing from historical sources, the full range of contemporary
research, and a series of investigations led by the authors, this
book documents the deep back-story of school reform, and explains
the powerful and largely unacknowledged consensus on what
constitutes excellence in teaching and learning. This book will be
of great interest to researchers, academics, and postgraduate
students in the fields of school reform and educational leadership.
It will also appeal to graduate students, researchers and
postgraduates in the fields of history of education, educational
leadership, teaching and learning, and curriculum studies.
This book brings together a variety of connected voices which
consider potential ways forward for school reform. By demonstrating
how the 'subject-centered' and 'student-centered' models of
education can, and have been working together in various contexts,
the text sets out a compelling case for an emerging movement that
unites ideologies and pedagogical traditions which have
traditionally been considered to be at odds with one another. In
drawing from historical sources, the full range of contemporary
research, and a series of investigations led by the authors, this
book documents the deep back-story of school reform, and explains
the powerful and largely unacknowledged consensus on what
constitutes excellence in teaching and learning. This book will be
of great interest to researchers, academics, and postgraduate
students in the fields of school reform and educational leadership.
It will also appeal to graduate students, researchers and
postgraduates in the fields of history of education, educational
leadership, teaching and learning, and curriculum studies.
Investigating Disciplinary Literacy provides practical,
research-based guidance for teachers seeking to strengthen
students’ reading, writing, and communication skills in subjects
from the humanities to the sciences. The authors present a
framework for conducting professional development cycles based on
disciplinary literacy-related learning and district-based research
projects they have conducted over the past five years. The book
outlines the steps in the cycle and identifies four “working
habits” essential to initiating and sustaining disciplinary
literacy projects: balancing content with process; creating a
culture of adaptation and invention; attending equally to
intermediate and subject-specific literacy skills; and positioning
teachers and leaders as learners within projects. The book, written
in a reader-friendly voice, shows how educators can collaboratively
explore and implement disciplinary literacy-related practices in
context-specific, meaningful ways.
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