Knowledge, values and educational policy: a critical perspective
Gespeichert in:
| Weitere Verfasser: | , , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London
Routledge, Taylor & Francis Group
2009
|
| Ausgabe: | First published |
| Schriftenreihe: | Critical perspectives on education
|
| Schlagworte: | |
| Online-Zugang: | TUM01 Volltext |
| Beschreibung: | 1 Online-Ressource (ix, 308 Seiten) |
| ISBN: | 9781136604584 1136604588 |
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| 490 | 0 | |a Critical perspectives on education | |
| 505 | 8 | |a Cover; Knowledge, Values and Educational Policy: A critical perspective; Copyright; Contents; Contributors; Acknowledgements; Introduction: From Plato to Monday morning; Section 1 Knowledge for teaching and learning; Introduction; 1.1 What are schools for?; 1.2 The school curriculum, theories of reproduction and necessary knowledge; 1.3 The influence of constructivism on teaching and learning in classrooms; 1.4 The double move in teaching: Developmental learning; Section 2 Learning across boundaries; Introduction; 2.1 Transfer of knowledge between education and workplace settings | |
| 505 | 8 | |a 2.2 Learning in and for multiagency working2.3 Expansive learning in and for work; Section 3 Diversity and equity; Introduction; 3.1 Cultural ways of learning; 3.2 Equity and social justice discourses in education; 3.3 Gender theory and research in education; 3.4 Symptoms, categories, and the process of invoking labels; 3.5 Inclusive pedagogy; 3.6 Disability: A complex interaction; Section 4 Policy and governance; Introduction; 4.1 Realising the potential of system reform; 4.2 Using assessment in education reform: Policy, practice and future possibilities | |
| 505 | 8 | |a 4.3 Why do some policies not work in schools?4.4 School as imagined community in discursive space: A perspective on the school effectiveness debate; Section 5 Deploying theory; Introduction; 5.1 How do secondary school subject departments contribute to the learning of beginning teachers?; 5.2 Developing pedagogy for doctors-as-teachers: The role of activity theory; 5.3 Teacher/researcher: an unsustainable identity; 5.4 Using theory in social research: Reflections on a doctoral study; Index | |
| 505 | 8 | |a Knowledge, Values and Educational Policy focuses on what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity. Policies and practices relating to schools are also & nbsp;considered. Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform, such as: What are schools and what are they for?What knowledge should schools teach?How are learner | |
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Datensatz im Suchindex
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| contents | Cover; Knowledge, Values and Educational Policy: A critical perspective; Copyright; Contents; Contributors; Acknowledgements; Introduction: From Plato to Monday morning; Section 1 Knowledge for teaching and learning; Introduction; 1.1 What are schools for?; 1.2 The school curriculum, theories of reproduction and necessary knowledge; 1.3 The influence of constructivism on teaching and learning in classrooms; 1.4 The double move in teaching: Developmental learning; Section 2 Learning across boundaries; Introduction; 2.1 Transfer of knowledge between education and workplace settings 2.2 Learning in and for multiagency working2.3 Expansive learning in and for work; Section 3 Diversity and equity; Introduction; 3.1 Cultural ways of learning; 3.2 Equity and social justice discourses in education; 3.3 Gender theory and research in education; 3.4 Symptoms, categories, and the process of invoking labels; 3.5 Inclusive pedagogy; 3.6 Disability: A complex interaction; Section 4 Policy and governance; Introduction; 4.1 Realising the potential of system reform; 4.2 Using assessment in education reform: Policy, practice and future possibilities 4.3 Why do some policies not work in schools?4.4 School as imagined community in discursive space: A perspective on the school effectiveness debate; Section 5 Deploying theory; Introduction; 5.1 How do secondary school subject departments contribute to the learning of beginning teachers?; 5.2 Developing pedagogy for doctors-as-teachers: The role of activity theory; 5.3 Teacher/researcher: an unsustainable identity; 5.4 Using theory in social research: Reflections on a doctoral study; Index Knowledge, Values and Educational Policy focuses on what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity. Policies and practices relating to schools are also & nbsp;considered. Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform, such as: What are schools and what are they for?What knowledge should schools teach?How are learner |
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| dewey-full | 370.1 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.1 |
| dewey-search | 370.1 |
| dewey-sort | 3370.1 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | First published |
| format | Electronic eBook |
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| series2 | Critical perspectives on education |
| spelling | Knowledge, values and educational policy a critical perspective edited by Harry Daniels, Hugh Lauder, Jill Porter with Sarah Hartshorn First published London Routledge, Taylor & Francis Group 2009 1 Online-Ressource (ix, 308 Seiten) txt rdacontent c rdamedia cr rdacarrier Critical perspectives on education Cover; Knowledge, Values and Educational Policy: A critical perspective; Copyright; Contents; Contributors; Acknowledgements; Introduction: From Plato to Monday morning; Section 1 Knowledge for teaching and learning; Introduction; 1.1 What are schools for?; 1.2 The school curriculum, theories of reproduction and necessary knowledge; 1.3 The influence of constructivism on teaching and learning in classrooms; 1.4 The double move in teaching: Developmental learning; Section 2 Learning across boundaries; Introduction; 2.1 Transfer of knowledge between education and workplace settings 2.2 Learning in and for multiagency working2.3 Expansive learning in and for work; Section 3 Diversity and equity; Introduction; 3.1 Cultural ways of learning; 3.2 Equity and social justice discourses in education; 3.3 Gender theory and research in education; 3.4 Symptoms, categories, and the process of invoking labels; 3.5 Inclusive pedagogy; 3.6 Disability: A complex interaction; Section 4 Policy and governance; Introduction; 4.1 Realising the potential of system reform; 4.2 Using assessment in education reform: Policy, practice and future possibilities 4.3 Why do some policies not work in schools?4.4 School as imagined community in discursive space: A perspective on the school effectiveness debate; Section 5 Deploying theory; Introduction; 5.1 How do secondary school subject departments contribute to the learning of beginning teachers?; 5.2 Developing pedagogy for doctors-as-teachers: The role of activity theory; 5.3 Teacher/researcher: an unsustainable identity; 5.4 Using theory in social research: Reflections on a doctoral study; Index Knowledge, Values and Educational Policy focuses on what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity. Policies and practices relating to schools are also & nbsp;considered. Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform, such as: What are schools and what are they for?What knowledge should schools teach?How are learner Education / Aims and objectives Education / Social aspects Education EDUCATION / Philosophy & Social Aspects bisacsh Education / Aims and objectives fast Education and state fast Education / Social aspects fast Erziehung Gesellschaft Education Aims and objectives Education Social aspects Education and state Erziehungsziel (DE-588)4070957-7 gnd rswk-swf Schule (DE-588)4053474-1 gnd rswk-swf 1\p (DE-588)4143413-4 Aufsatzsammlung gnd-content Schule (DE-588)4053474-1 s DE-604 Erziehungsziel (DE-588)4070957-7 s 2\p DE-604 Daniels, Harry 1951- (DE-588)1053048998 edt Lauder, Hugh 1948- (DE-588)171870395 edt Porter, Jill edt Hartshorn, Sarah edt Erscheint auch als Druck-Ausgabe, Hardcover 978-0-415-49119-8 Erscheint auch als Druck-Ausgabe, Paperback 978-0-415-68652-5 http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=473964 Aggregator Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Knowledge, values and educational policy a critical perspective Cover; Knowledge, Values and Educational Policy: A critical perspective; Copyright; Contents; Contributors; Acknowledgements; Introduction: From Plato to Monday morning; Section 1 Knowledge for teaching and learning; Introduction; 1.1 What are schools for?; 1.2 The school curriculum, theories of reproduction and necessary knowledge; 1.3 The influence of constructivism on teaching and learning in classrooms; 1.4 The double move in teaching: Developmental learning; Section 2 Learning across boundaries; Introduction; 2.1 Transfer of knowledge between education and workplace settings 2.2 Learning in and for multiagency working2.3 Expansive learning in and for work; Section 3 Diversity and equity; Introduction; 3.1 Cultural ways of learning; 3.2 Equity and social justice discourses in education; 3.3 Gender theory and research in education; 3.4 Symptoms, categories, and the process of invoking labels; 3.5 Inclusive pedagogy; 3.6 Disability: A complex interaction; Section 4 Policy and governance; Introduction; 4.1 Realising the potential of system reform; 4.2 Using assessment in education reform: Policy, practice and future possibilities 4.3 Why do some policies not work in schools?4.4 School as imagined community in discursive space: A perspective on the school effectiveness debate; Section 5 Deploying theory; Introduction; 5.1 How do secondary school subject departments contribute to the learning of beginning teachers?; 5.2 Developing pedagogy for doctors-as-teachers: The role of activity theory; 5.3 Teacher/researcher: an unsustainable identity; 5.4 Using theory in social research: Reflections on a doctoral study; Index Knowledge, Values and Educational Policy focuses on what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity. Policies and practices relating to schools are also & nbsp;considered. Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform, such as: What are schools and what are they for?What knowledge should schools teach?How are learner Education / Aims and objectives Education / Social aspects Education EDUCATION / Philosophy & Social Aspects bisacsh Education / Aims and objectives fast Education and state fast Education / Social aspects fast Erziehung Gesellschaft Education Aims and objectives Education Social aspects Education and state Erziehungsziel (DE-588)4070957-7 gnd Schule (DE-588)4053474-1 gnd |
| subject_GND | (DE-588)4070957-7 (DE-588)4053474-1 (DE-588)4143413-4 |
| title | Knowledge, values and educational policy a critical perspective |
| title_auth | Knowledge, values and educational policy a critical perspective |
| title_exact_search | Knowledge, values and educational policy a critical perspective |
| title_full | Knowledge, values and educational policy a critical perspective edited by Harry Daniels, Hugh Lauder, Jill Porter with Sarah Hartshorn |
| title_fullStr | Knowledge, values and educational policy a critical perspective edited by Harry Daniels, Hugh Lauder, Jill Porter with Sarah Hartshorn |
| title_full_unstemmed | Knowledge, values and educational policy a critical perspective edited by Harry Daniels, Hugh Lauder, Jill Porter with Sarah Hartshorn |
| title_short | Knowledge, values and educational policy |
| title_sort | knowledge values and educational policy a critical perspective |
| title_sub | a critical perspective |
| topic | Education / Aims and objectives Education / Social aspects Education EDUCATION / Philosophy & Social Aspects bisacsh Education / Aims and objectives fast Education and state fast Education / Social aspects fast Erziehung Gesellschaft Education Aims and objectives Education Social aspects Education and state Erziehungsziel (DE-588)4070957-7 gnd Schule (DE-588)4053474-1 gnd |
| topic_facet | Education / Aims and objectives Education / Social aspects Education EDUCATION / Philosophy & Social Aspects Education and state Erziehung Gesellschaft Education Aims and objectives Education Social aspects Erziehungsziel Schule Aufsatzsammlung |
| url | http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=473964 |
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