Joint Curriculum Design
Facilitating Learner Ownership and Active Participation in Secondary Classrooms
Seiten
1997
Routledge (Verlag)
978-0-8058-2271-7 (ISBN)
Routledge (Verlag)
978-0-8058-2271-7 (ISBN)
Textbook for pre- and in-service secondary teachers links key components of professional education--learner ownership, participation, & social agency--with issues of literacy, diversity, & assessment across the curriculum.
This volume offers a progressive approach to secondary teaching and teacher training, with particular emphasis upon students and teachers collaborating to negotiate curriculum design--goals, content, methods, and assessment. Based upon mutual trust and partnership, openness and flexibility, Joint Curriculum Design engages secondary students and teachers in an ongoing dialogue regarding teaching and learning. Through critical literacy, action research, and critical pedagogy, students and teachers form a community of learners who interrogate issues, problem-solve, and assess individual and group learning.
The author offers a comprehensive understanding of curriculum components and their impact. As a result, her book challenges students and teachers to create environments of learning that embrace all learners, to redefine resources, and to empower learners to develop voice and social agency. In an inductive approach, the book invites active construction of knowledge, innovation, joint debriefing, and reflectivity for more effective teaching and learning.
This volume offers a progressive approach to secondary teaching and teacher training, with particular emphasis upon students and teachers collaborating to negotiate curriculum design--goals, content, methods, and assessment. Based upon mutual trust and partnership, openness and flexibility, Joint Curriculum Design engages secondary students and teachers in an ongoing dialogue regarding teaching and learning. Through critical literacy, action research, and critical pedagogy, students and teachers form a community of learners who interrogate issues, problem-solve, and assess individual and group learning.
The author offers a comprehensive understanding of curriculum components and their impact. As a result, her book challenges students and teachers to create environments of learning that embrace all learners, to redefine resources, and to empower learners to develop voice and social agency. In an inductive approach, the book invites active construction of knowledge, innovation, joint debriefing, and reflectivity for more effective teaching and learning.
Patricia A. Gross
Contents: M. Greene, Foreword. Preface. Playbill: Introduction. Entering the Theatre: New Beginnings. Philosophies of Acting: Belief System. Setting the Tone: Logistical Factors. Methods of Acting: Messages and Meanings. Determining Direction: Developing Emphases. Checking Props: Researching Resources. Rehearsals: Experimentation. Performances: Ongoing Assessment. On Tour: Future Applications. References.
| Erscheint lt. Verlag | 12.9.1997 |
|---|---|
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 350 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Sekundarstufe I+II |
| ISBN-10 | 0-8058-2271-2 / 0805822712 |
| ISBN-13 | 978-0-8058-2271-7 / 9780805822717 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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Buch | Softcover (2025)
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CHF 33,55
