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The SAGE Handbook of Curriculum, Pedagogy and Assessment Dominic Wyse

The SAGE Handbook of Curriculum, Pedagogy and Assessment By Dominic Wyse

The SAGE Handbook of Curriculum, Pedagogy and Assessment by Dominic Wyse

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Summary

The SAGE Handbook of Curriculum, Pedagogy and Assessment focuses on examining how curriculum is treated and developed, and its impact on pedagogy and assessment worldwide.

The SAGE Handbook of Curriculum, Pedagogy and Assessment Summary

The SAGE Handbook of Curriculum, Pedagogy and Assessment by Dominic Wyse

The research and debates surrounding curriculum, pedagogy and assessment are ever-growing and are of constant importance around the globe.

With two volumes - containing chapters from highly respected researchers, whose work has been critical to understanding and building expertise in the field - The SAGE Handbook of Curriculum, Pedagogy and Assessment focuses on examining how curriculum is treated and developed, and its impact on pedagogy and assessment worldwide.

The Handbook is organised into five thematic sections, considering:

* The epistemology and methodology of curriculum

* Curriculum and pedagogy

* Curriculum subjects

* Areas of the curriculum

* Assessment and the curriculum

* The curriculum and educational policy

The SAGE Handbook of Curriculum, Pedagogy and Assessment's breadth and rigour will make it essential reading for researchers and postgraduate students around the world.

The SAGE Handbook of Curriculum, Pedagogy and Assessment Reviews

Curriculum, pedagogy and assessment are the gearbox, carburetor and battery of education: deeply embedded in programmes of reform and teacher practices alike. This collection strips down the engine room of education, drawing papers of exceptional range and breadth to provide a profound understanding of how education, at every level and in every setting actually operates. Drawing together the broadest contributors range of contributors, this collection will be a seminal text for teachers, academics and policy makers for years to come.

-- Chris Husbands

The SAGE Handbook of Curriculum, Pedagogy and Assessment is an indispensable reference source for all researchers in education whose work focuses on the three message systems of schooling, namely curriculum, pedagogy and assessment. It is encyclopedic and intelligent in its coverage of theory and research in curriculum studies. Indeed, the Handbook contributes in no small way to the welcomed renaissance in this field of educational research.

-- Bob Lingard
Only a work of this size and scope could begin to do justice to the central importance for education of curriculum, pedagogy and assessment, and their deep interrelationships in diverse sociocultural contexts. This SAGE Handbook manages to be comprehensive without glossing over the contested nature of the issues. It will be a seminal resource for years to come.
-- Mary James

About Dominic Wyse

Dominic Wyse is Professor of Early Childhood and Primary Education at University College London (UCL), Institute of Education (IOE), and Academic Head of the Department of Learning and Leadership. Dominic is a Fellow of the Academy of Social Sciences (FAoSS), an elected member of the British Educational Research Association (BERA) Council, and a fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA). The main focus of Dominic's research is curriculum and pedagogy. Key areas of work are the teaching of writing, reading and creativity. Dominic has extensive experience of funded research projects which he has disseminated in numerous peer-reviewed research journal articles and books. These include major international research volumes for which he is the lead editor (e.g. The SAGE Handbook of Curriculum, Pedagogy and Assessment), and bestselling books for students, teachers and educators (e.g. Teaching English, Language and Literacy - 3rd Edition). His most recent book is A Guide to Early Years and Primary Teaching (published by SAGE). He has been an editor, and on the editorial board, of internationally recognised research journals. He is currently an editor of the Curriculum Journal, one of the journals of the British Educational Research Association (BERA).

Table of Contents

1: Introduction PART 1: THE EPISTEMOLOGY AND METHODOLOGY OF CURRICULUM Chapter 2: Conceptions of Curriculum Chapter 3 :Conceptions of Curriculum Chapter 4: Aims of Education in a Democracy Chapter 5: Knowledge and the Curriculum: A Pragmatist Approach Chapter 6: Knowledge and the Curriculum in the Sociology of Knowledge Chapter 7: Didactics Chapter 8: Educational Neuroscience and Learning Chapter 9: Rethinking Child-Centred Education Chapter 10: Practitioner Research: Understanding Teaching Through Inquiry PART 2: CURRICULUM AND PEDAGOGY Chapter 11: Culture and Pedagogy(ies): (What) have we Learned from and since Alexander 2001 Chapter 12: The Teacher and the Curriculum: Exploring Teacher Agency Chapter 13: Inclusion in Public Schools: Learning to Think and Learning to Live Toge Chapter 14: Subordinate Subjects: The Work of the Hidden Curriculum in Post-Colonial Ghana Chapter 15: Ethnicity and the Curriculum Chapter 16: Gender and the Curriculum Chapter 17: Children's Rights and Student Voice: Their Intersections and the Implications for Curriculum and Pedagogy Chapter 18: Alongside Virtual Youth using the Internet: Creating and Researching Learning Interactions Chapter 19: Curriculum and Teacher Development Chapter 20: Curriculum and Pedagogy: The Future of Teacher Professional Learning and the Development of Adaptive Expertise Chapter 21: Pedagogy and Curriculum - Teachers as Learners PART 3: CURRICULUM SUBJECTS Chapter 22: Visual Art Chapter 23: The Performing Arts in Learning, Curriculum and Culture Chapter 24: The 'Value' of Computers and Computing: Toward a New Axiology of Educational Technology Chapter 25: Geography Chapter 26: History Curriculum: A Transatlantic Analysis Chapter 27: World Languages Curriculum Chapter 28: Physical Education Chapter 29: Religious Education Chapter 30: Science Education and Economic Growth: Some Implications for Curriculum, Pedagogy and Assessment Chapter 31: Assessing Pre-College Engineering Education Curricula: A Holistic and Practice-Oriented Perspective Chapter 32: Assessing Pre-College Engineering Education Curricula: A Holistic and Practice-Oriented Perspective PART 4: AREAS OF THE CURRICULUM Chapter 33: Transdisciplinarity in Curricular Theory and Practice Chapter 34: Language Policies and Planning for English Education in Post-Olympic China Chapter 35: Multilingual Education for All (MEFA): Empowering Non-Dominant Languages and Cultures Through Multilingual Curriculum Development Chapter 36: Creativity, Education and Curricula Chapter 37: Creativity, Education and Curricula Chapter 38: Children's Literature in the Classroom and the Curriculum Chapter 39: The Literacy Curriculum: A Critical Review Chapter 40: Numeracy in, Across and Beyond the School Curriculum Chapter 41: Science, Technology, Engineering and Math (STEM) Curricula in the US and other Contexts Chapter 42: College and Career Readiness for all: The Role of Career and Technical Education in the US PART 5: ASSESSMENT AND THE CURRICULUM Chapter 43: Assessment and the Curriculum Chapter 44: Teachers' Perceptions of Assessment Chapter 45: The Role of Assessment in Pedagogy - and Why Validity Matters Chapter 46: Assessment for Learning: A Pedagogical Tool Chapter 47: Implementing Assessment for Learning in a Confucius Context: the Case of Hong Kong 2004-14 Chapter 48: Assessment for Learning Community: Learners, Teachers and Policymakers Chapter 49: Curriculum Reform in Testing and Accountability Contexts Chapter 50: Professional Standards and the Assessment Work of Teachers Chapter 51: Curriculum in the Twenty-First Century and the Future of Examinations Chapter 52: Student Assessment and its Relationship with Curriculum, Teaching and Learning in the Twenty-First Century Chapter 53: National Assessment and Intelligent Accountability PART 6: THE CURRICULUM AND EDUCATIONAL POLICY Chapter 54: Economic Impact of Education: Evidence and Relevance Chapter 55: Public and Private Boundaries in Curriculum and Educational Policy Chapter 56: International Assessments of Student Learning Outcomes Chapter 57: Comparison and Countries Chapter 58: Effects of Globalized Assessment on Local Curricula: What Japanese teachers face and how they challenge it Chapter 59: The Ebb and Flow of Curricular Autonomy: Balance Between Local Freedom and National Prescription in Curriculam Chapter 60: National Standards in Policy and Practice Chapter 61: Curriculum Development and School Leadership: Unattainable Responsibility or Realistic Ambition? Chapter 62: Teacher Education - Making Connections with Curriculum, Pedagogy and Assessment

Additional information

NPB9781446297025
9781446297025
1446297020
The SAGE Handbook of Curriculum, Pedagogy and Assessment by Dominic Wyse
Dominic Wyse
New
Hardback
SAGE Publications Ltd
2015-12-17
1104
N/A
Book picture is for illustrative purposes only, actual binding, cover or edition may vary.
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