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Author : K. W. Chau
Publisher : Springer Science & Business Media
Page : 546 pages
File Size : 52,5 Mb
Release : 2013-12-31
Category : Technology & Engineering
ISBN : 9789462093591
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Author : Edmond Hau-fai Law
Publisher : Unknown
Page : 128 pages
File Size : 47,9 Mb
Release : 2013
Category : Electronic
ISBN : OCLC:874389619
Author : Richard W. Burns,Gary D. Brooks
Publisher : Educational Technology
Page : 376 pages
File Size : 51,7 Mb
Release : 1970
Category : Education
ISBN : 087778003X
Author : Wang, Victor C. X.
Publisher : IGI Global
Page : 1217 pages
File Size : 54,5 Mb
Release : 2014-05-31
Category : Education
ISBN : 9781466660472
Technology has become an integral part of our everyday lives. This trend in ubiquitous technology has also found its way into the learning process at every level of education. The Handbook of Research on Education and Technology in a Changing Society offers an in-depth description of concepts related to different areas, issues, and trends within education and technological integration in modern society. This handbook includes definitions and terms, as well as explanations of concepts and processes regarding the integration of technology into education. Addressing all pertinent issues and concerns in education and technology in our changing society with a wide breadth of discussion, this handbook is an essential collection for educators, academicians, students, researchers, and librarians.
Author : Yiu Chun LO 羅耀珍,Shirley S. Y. Yeung 楊思賢,John T. S. Lam 林德成,Anthony W. L. Leung 梁偉倫
Publisher : Hong Kong University Press
Page : 300 pages
File Size : 43,9 Mb
Release : 2012-06-01
Category : Education
ISBN : 9789888139026
Curriculum Change and Innovation is an introductory textbook on Hong Kong’s school curriculum. Written in an approachable style using illustrative case studies, the textbook provides an introduction to the basic concepts and theories of "curriculum" as a field of study. It also discusses how sociopolitical and economic changes as well as technology advancements help transform teachers' roles and reshape curriculum policies. The chapters cover a wide range of topics, including curriculum design, planning, implementation and evaluation. These discussions are included to help readers critically reflect on their roles as change agents in curriculum development. Shirley S. Y. Yeung is an assistant professor in the Department of Curriculum and Instruction at the Hong Kong Institute of Education. John T. S. Lam is an assistant professor in the Department of Curriculum and Instruction at the Hong Kong Institute of Education. Anthony W. L. Leung is an assistant professor in the Department of Curriculum and Instruction at the Hong Kong Institute of Education. Yiu Chun Lo is an associate professor of the Department of Curriculum and Instruction at the Hong Kong Institute of Education.
Author : Association for Supervision and Curriculum Development
Publisher : Unknown
Page : 98 pages
File Size : 43,6 Mb
Release : 1965
Category : Curriculum change
ISBN : UOM:39015031838793
Author : Wanying Wang
Publisher : Springer Science & Business Media
Page : 165 pages
File Size : 44,6 Mb
Release : 2013-07-22
Category : Education
ISBN : 9783642375156
The Yuanpei program is an institution wide curriculum innovation, modeling on the core curriculum in Harvard which is committed to carrying out general education. This research investigated the major conflicts that arose in the process of initiation and implementation of the Yuanpei program, how these conflicts evolved during the process, and what were the sources of these conflicts. The conflict model, primarily derived from conflict theory, was adopted to interpret and analyze the process of curriculum innovation in this context. The study employed a qualitative case study approach. Data were collected primarily through interviews, observations and document analysis. The administrators, teachers and students were interviewed to gain insight into major conflicts arose, their processes and sources in process of the curriculum innovation. The researcher primarily observed program practices and operations, including program setting, the human, social environment (how participants interact and communicate), and program activities and participant behaviors. The researcher distinguished between conceptual conflicts and practical conflict in light of the different stages in which conflicts emerged. The researcher mainly identified three conceptual conflicts that represent the focus of debates: first, the two opposing opinions on how to balance between general education and specialized education; second, potential incongruence in the idea of the Yuanpei program; third, conflict between the changing need of society and traditional system of training. The researcher summarized four categories of practical conflicts in light of various issues: free-course selection, free-major selection, faculty advisor as well as general education elective courses, in each of which sub-themes were identified and analyzed. The researcher described how both conceptual and practical conflicts evolved. Each major conceptual conflict seems to go through similar stages based on the data, involving issue, confrontation and integration of claims of both sides. For practical conflicts, factors contributing to the escalation and de-escalation, moderation of conflicts were found by the researcher. The research identified different roles, incompatible values, contested resources and structural constraints as the main sources of conflict. Any conflict may involve more than one category or may be mainly due to one category. As such, the study is exploratory and contributes to the scholarship on educational change through its analysis of the curriculum innovation for general education in Peking University.
Author : Edmund C. Short
Publisher : State University of New York Press
Page : 160 pages
File Size : 47,9 Mb
Release : 2023-07-01
Category : Education
ISBN : 9781438493480
Curriculum planning can be conceptualized in various ways, and curriculum planners necessarily must adopt a particular approach in order to facilitate their thinking and decision-making. However, the history of curriculum planning suggests that existing conceptualizations are sometimes confusing, imprecise, or not as helpful as they might be. There is a need for a new conceptualization that overcomes the limitations of these earlier conceptions. Through conceptual analysis and concept development, the author presents curriculum planning as a form of educational practice distinct from other practices such as teaching, administration, and policy making. Short's "grammar of curriculum practice" describes a set of key concepts and the meaningful relationships among them that define the essential elements of curriculum and of curriculum planning.
Author : Kerry J. Kennedy,John Chi-Kin Lee
Publisher : Routledge
Page : 1242 pages
File Size : 47,9 Mb
Release : 2018-05-11
Category : Education
ISBN : 9781317439417
This comprehensive handbook is the ultimate reference work, providing authoritative and international overviews of all aspects of schools and schooling in Asia. Split into 19 sections it covers curriculum, learning and assessment, private supplementary tutoring, special education, gender issues, ethnic minority education and LGBTQI students in Asian schools. The volume displays the current state of the scholarship for schools and schooling in Asia including emerging, controversial and cutting-edge contributions using a thematic approach. The content offers a broad sweep of the region with a focus on theoretical, cultural and political issues as well as identifying educational issues and priorities, such as curriculum, assessment, teacher education, school leadership, etc., all of which impact students and learning in multiple ways. The Routledge International Handbook of Schools and Schooling in Asia brings together experts in each area to contribute their knowledge, providing a multidimensional and rich view of the issues confronting the region’s school and education systems. Chapters 34, 35, 36, 37, and 38 of this book are freely available as downloadable Open Access PDFs at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Author : Suwarsih Madya,Fuad Abdul Hamied,Willy A. Renandya,Christine Coombe,Yazid Basthomi
Publisher : Routledge
Page : 578 pages
File Size : 42,8 Mb
Release : 2018-06-27
Category : Business & Economics
ISBN : 9781351217057
This proceedings book captures a wide range of timely themes for readers to be able to foresee the digital era's impact on English teaching in non-English speaking countries. English used in the global environment, the frequent mobile communication, and the use of AI-based translators are bringing about dramatic changes in our English language learning and teaching. Who can provide us the wisdom to know what to do? Those scholars going through these complex environmental changes! A collection of puzzle pieces may bring us a better contour for the future than a perfectly edited book. It's indeed a pleasure reading these insightful pieces to gain wisdom for the future of ELT practices in global contexts.
Author : Joseph Zajda
Publisher : James Nicholas Publishers
Page : 264 pages
File Size : 42,5 Mb
Release : 2001
Category : Curriculum change
ISBN : 9781875408207
Curriculum, Culture and Teaching analyses some of the major issues confronting the curriculum and teaching in the contemporary culture of a global society. Using qualitative methodology the contributors from around the world discuss key areas in curriculum theorising, innovation and teaching. The book is divided into four interrelated parts. In Part 1: Issues in the Curriculum, the authors focus on thinking about curriculum and alternative curriculum models. Chapters examine the emergent curriculum, alternative curriculum models, conceptual schemes in curriculum inquiry, and teachers' narratives about curriculum practice in schools. In Part 2: Cultural Dimensions in the Curriculum the authors examine cultural pluralism and multicultural education in the curriculum, and discuss innovative projects for promotion of active citizenship, peace and tolerance in schools. In Part 3: Curriculum Innovations and Teaching the authors evaluate history curriculum reform, Complex Instruction as a curriculum innovation, and the concept of the outcomes in education in Australia. In Part 4: Case Studies the authors, using comparative research methodology evaluate children’s images of picturing teaching, multicultural education in the curriculum and the politics of curriculum reforms. The authors, including Laurie Brady, Margaret Clark, Gustavo Fischman, Sydney Grant, Talmadge Guy, Ian Macpherson, Cynthia Nance, Jacob Perrenet, John Schell, William Schubert, Margaret Secombe, Edmund Short, Jerzy Smolicz, Jan Terwel and Joseph Zajda present a rich tapestry of curriculum theorising and practice in schools in different parts of the world.
Author : John Elliott
Publisher : Unknown
Page : 202 pages
File Size : 47,8 Mb
Release : 1998-01
Category : Education
ISBN : 033519429X
This book focuses on the interface between curriculum policy/practice and social change in technology-driven advanced societies, and the challenges this presents for education in the 21st century. Drawing on the experience of attempts at radical innovation in the curriculum within the UK and other OECD countries, the author develops a framework for curriculum policy making and development which he argues will enable education to meet the challenges of social change. In the process, he undertakes a critique of the currently fashionable school effectiveness and improvement movements and argues that they are underpinned by outmoded views of the roles and functions of schools.
Author : Mary Waring
Publisher : Routledge
Page : 270 pages
File Size : 41,5 Mb
Release : 2018-10-03
Category : Education
ISBN : 9780429844164
Originally published in 1979. This book is a study of the problems of functional and ideological adaptation of the curriculum in response to social change, based on a close investigation of a particular significant curriculum innovation, set up in 1962: the Nuffield Foundation Science Teaching Project. The book focuses particularly on the development of the O-level chemistry curriculum, which was one of the three founding projects. If sensible decisions are to be made about curriculum development, now and in the future, it is vitally important that we take account of the history of influential curriculum projects. This book deals thoroughly with the various political, social and educational factors influencing the setting up of the Nuffield Foundation Science Teaching Project, the details of its execution (methods, the influence of pressure groups, and of particular individuals) and its outcomes. The content of the secondary curriculum is a perennial topic of interest and this book is a stimulating aid to clear thinking not only as history.
Author : Charlene Tan
Publisher : Routledge
Page : 267 pages
File Size : 40,5 Mb
Release : 2016-02-22
Category : Education
ISBN : 9781317802570
For over a decade, Mainland China has been embarking on an ambitious nation-wide education reform ('New Curriculum Reform') for its basic education. The reform reflects China’s propensity to borrow selected educational policies from elsewhere, particularly North America and Europe. Chinese scholars have used a local proverb "the West wind has overpowered the East wind" to describe this phenomenon of ‘looking West’. But what do we mean by educational policy borrowing from the West? What are the educational policies in China's new curriculum reform that are perceived to be borrowed from the West? To what extent have the borrowed educational policies in China's new curriculum reform been accepted, modified, and rejected by the various educational stakeholders? How does culture influence the various educational stakeholders in China in interpreting and mediating educational policy borrowing from the West? How do the findings of this study on China’s education reform inform and add to the existing theories on and approaches to on cross-cultural educational policy borrowing? This book answers the above questions by critically discussing China’s policy borrowing from the West through its current reform for primary and secondary education. It presents the latest in-depth research findings from a three-year empirical study (2013-2015) with school principals, teachers, students and other educational stakeholders across China. This study offers new insights into China’s educational policy borrowing from the West and international implications on cross-cultural educational transfer for academics, policymakers and educators.
Author : Geraldine Mooney Simmie,Manfred Lang
Publisher : Routledge
Page : 278 pages
File Size : 46,8 Mb
Release : 2019-10-23
Category : Education
ISBN : 9781000721744
Using cutting-edge and frontline research relating to present day problems in educational systems, this volume provides a critical discussion about political alternatives in education to neoliberalism. Based on Engeström’s Cultural Historical Activity Theory (CHAT), a theory that has potential for new areas of educational research, this book explores a conceptual framework of curriculum innovation in school practice that focuses on processes of mutual meaning-making as boundary crossing between partners from different communities. Focusing on active professionalization and continuing professional learning of teachers as subjects, agents, extended professionals and curriculum makers in school-based deliberative partnerships with one another and with other educational partners inside and outside school, this volume is divided into eight accessible chapters and covers topics such as political and curricular considerations about educational change, deliberative partnership as a new way for reform, prospects for an innovative curriculum process and putting into action deliberative partnership-based curricular innovation. This volume is the perfect addition for teachers, teacher educators, researchers and practitioners who are looking to explore beyond the viewpoint that teachers operate in singular communities and the potential and possibility of an alternative framework for teacher learning in the future.