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This book analyzes curriculum studies in Turkey from the perspective of three paradigms—religion, science, and ideology—since the early 19th century. Using Islam as a guiding point, Turkish curriculum theory later evolved to become the classical curriculum theory.
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“This book gives a voice to English language teachers faced with the challenges posed by English language curriculum change.
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This volume reflects on the role played by textbooks in the complex relationship between war and education from a historical and multinational perspective, asking how textbook content and production can play a part in these processes.
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This book examines black intellectual thought during from 1890-1940, and its relationship to the development of the alternative black curriculum in social studies.
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This book examines the formative relationship between nineteenth century American school architecture and curriculum.
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This book analyses the evidence for global change, and suggests that the Earth is going through a profound transformation, caused in large part by human action.
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This book introduces the specifics of mathematics lesson study with regard to regional/national particularities,... Læs mere
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It also proposes an alternative, sustainability science-based conceptual framework for ecology and environmental science topics in science education, which is compatible with the current social-ecological understanding of life in the Anthropocene epoch.
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This book draws on detailed case studies from three very different countries and school systems to explore the early adolescent learner and the middle years of learning, both of which are often overlooked in the literature.
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This volume brings together many of South Africa’s leading scholars of education and covers the full range of South African schooling: from financing and policy reform to in-depth discussions of literacy, numeracy, teacher development and curriculum change.
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This book examines the push and pull of factors contributing to and constraining conversion of STEM (science, technology, engineering and math) education programs into STEAM (science, technology, engineering, math and arts) education programs.
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This book provides a unique assessment of the development of research in geography education and its future prospects, offering a challenging critique of subject-based education research, with particular reference to geography education across a range of different jurisdictions.