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Author: Ivor F. Goodson
Publisher: Routledge
Published: 2005-08-04
Total Pages: 352
ISBN-13: 1135715769
DOWNLOAD EBOOK →School subjects and how they are viewed and positioned within education is the focus of this text. It argues that, as part of rethinking the whole school curriculum, there has been a failure to look at the historical and social background of school subjects.
Author: Christopher J. Anstead
Publisher: Routledge
Published: 2002-11-01
Total Pages: 180
ISBN-13: 1135712050
DOWNLOAD EBOOK →School knowledge has been a subject for historians, notably in the field of history of education. concentrating on the educational aspects of particular historical periods, however, links with contemporary education have often remained undeveloped.; This text attempts to account for the growth of increased interest by sociologists and others in school subjects since the 1960s. Goodson's analysis of his own work in the UK and North America examines the range of insights afforded of the nature of schooling and teaching through the study of school subjects.
Author: Alka Sehgal Cuthbert
Publisher: UCL Press
Published: 2021-01-07
Total Pages: 284
ISBN-13: 1787358747
DOWNLOAD EBOOK →The design of school curriculums involves deep thought about the nature of knowledge and its value to learners and society. It is a serious responsibility that raises a number of questions. What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? And how far should the knowledge we teach in school be related to academic disciplinary knowledge? These and many other questions are taken up in What Should Schools Teach? The blurring of distinctions between pedagogy and curriculum, and between experience and knowledge, has served up a confusing message for teachers about the part that each plays in the education of children. Schools teach through subjects, but there is little consensus about what constitutes a subject and what they are for. This book aims to dispel confusion through a robust rationale for what schools should teach that offers key understanding to teachers of the relationship between knowledge (what to teach) and their own pedagogy (how to teach), and how both need to be informed by values of intellectual freedom and autonomy. This second edition includes new chapters on Chemistry, Drama, Music and Religious Education, and an updated chapter on Biology. A revised introduction reflects on emerging discourse around decolonizing the curriculum, and on the relationship between the knowledge that children encounter at school and in their homes.
Author: Ivor F. Goodson
Publisher: Routledge
Published: 2005-08-04
Total Pages: 195
ISBN-13: 1135715777
DOWNLOAD EBOOK →First published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.
Author: John Taylor Gatto
Publisher: Stranger Journalism
Published: 2001
Total Pages: 304
ISBN-13: 0945700040
DOWNLOAD EBOOK →The underground history of the American education will take you on a journey into the background, philosophy, psychology, politics, and purposes of compulsion schooling.
Author: Vanessa Kind
Publisher: Routledge
Published: 2005-05-13
Total Pages: 300
ISBN-13: 1134226845
DOWNLOAD EBOOK →In recognizing that new teachers often feel disempowered by the subject expertise they bring into teaching, this book not only covers the training standards for NQTs and the Induction Standards, but takes the reader beyond this by fully exploring issues relating to subject knowledge in learning to teach. Divided into three sections the book covers: framing the subject - defining subject knowledge and focusing on questions about science as a school subject teaching the subject - looking at pedagogical, curricular and pupil knowledge science within the professional community - focusing on the place of science within the wider curriculum and the teaching community. This refreshing new book provides stimulating assistance to subject specialists, from new teachers of science in the early years of professional development to those on a PGCE course or in their induction year. It is also suitable for subject leaders with mentor responsibilities and Advanced Skills Teachers undertaking specialist inset and teaching support.
Author: Ivor F. Goodson
Publisher: Routledge
Published: 2013-04-03
Total Pages: 264
ISBN-13: 1135722412
DOWNLOAD EBOOK →The process of curriculum development is highly practical, as Goodson shows in this enlarged anniversary third edition of his seminal work. The position of subjects and their development within the curriculum is illustrated by looking at how school subjects, in particular, geography and biology, gained academic and intellectual respectability within the whole curriculum during the late 1960s and early 1970s. He highlights how subjects owe their formation and accreditation to competing status and their power to compete in the provision of 'worthwhile' knowledge and considers subjects as continually changing sub-groups of information. Such subjects from the framework of the society in which individuals live and over which they have influence. This volume questions the basis on which subject disciplines are developed and formulates new possibilities for curriculum development and reform in a post-modrnist age.
Author: Thomas S. Popkewitz
Publisher: Routledge
Published: 1987
Total Pages: 324
ISBN-13:
DOWNLOAD EBOOK →Author: Norbert Pachler
Publisher: Routledge
Published: 2007-12-17
Total Pages: 225
ISBN-13: 1134190654
DOWNLOAD EBOOK →This book is for newly qualified teachers and PGCE students of modern foreign languages. It covers the training standards for NQTS but goes beyond this with a focus on the subject expertise they bring into teaching.
Author: National Research Council
Publisher: National Academies Press
Published: 2002-08-06
Total Pages: 588
ISBN-13: 030917080X
DOWNLOAD EBOOK →This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education. By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs.
