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Bemærk: Kan leveres før jul.
A comprehensive overview of what is taught in Steiner-Waldorf schools, and why.
Bemærk: Kan leveres før jul.
Drawing on First Peoples Principles of Education, this book highlights the ways in which Indigenous learning and pedagogies parallel the western notion of Slow pedagogy.
Bemærk: Kan leveres før jul.
Bemærk: Kan ikke leveres før jul.
Didaktik and Curriculum in Ongoing Dialogue revives the dialogue between the Continental European Didaktik tradition and the Anglo-Saxon tradition of curriculum.
Bemærk: Kan leveres før jul.
Simply Notetaking and Speedwriting will teach the student how to record notes in various formats and how to utilize notetaking when studying or reviewing for an exam.
Bemærk: Kan leveres før jul.
This book provides an innovative, easy-to-follow curriculum for teaching... Læs mere
Bemærk: Kan ikke leveres før jul.
I denne boka viser Arne N. Jordet hvordan skolens fysiske og sosiale omgivelser kan brukes som ressurs i opplæringen. Med bakgrunn i... Læs mere
Bemærk: Kan ikke garanteres før jul. Se dato på varen.
A Guide to the Soviet Curriculum (1988) surveys the syllabuses for schoolchildren in the Soviet education system following the reforms of 1984. Every subject in the common timetable is covered, and teaching methods, hopes for the future and continuing controversies are discussed.
Bemærk: Kan ikke garanteres før jul. Se dato på varen.
Bemærk: Kan ikke leveres før jul.
Brings the field of instructional design up-to-date by focusing on epistemology and the psychology of learning, the relationship between curriculum and instructional design, and new developments in the use of information and communication technology.
Bemærk: Kan ikke leveres før jul.
This book is open access under a CC BY 4.0 license. This open access book examines the modern role of the European School system within the European Union, at a time when the global economy demands a new vision for contemporary education.
Bemærk: Kan ikke garanteres før jul. Se dato på varen.
This book brings attention to the understudied and often overlooked question of how curricula and classroom practices might inadvertently reproduce exclusionary discourses and narratives that omit or negate particular cultures, histories, and wisdom traditions.