Curriculum Theory and Methods: Perspectives on Learning and Teaching (Wiley Canada Series in Education) - Tapa dura

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Throughout her career, Wendy Frood Auger has taught in the primary, junior, and intermediate divisions, as well as at the university level. In addition, she has taught in Canada, England, and France. She holds Bachelor of Arts and Master of Education degrees from the University of Toronto as well as a Bachelor of Education degree from York University. She worked as a Primary/Junior Consultant, a Mathematics Consultant (Junior Kindergarten to Grade 8), and an Area Support Teacher with responsibilities in Special Education and Enrichment (Junior Kindergarten to Grade 8) for the former Scarborough Board of Education. She was an Associate Professor at York University and an Assistant Professor at Nipissing University, teaching in-service and pre-service courses in Curriculum Methods. Her in-service teaching has involved teaching and coordinating Primary/Junior courses at the Basic, Part I, Part II, and Specialist levels both inOntario and in England for Nipissing University and York University respectively. Currently, she works for Nipissing University on a contractual basis.
She is the author of numerous curriculum resource units for teachers (Scarborough Board of Education), co-author of a textbook series in mathematics (Holt Math System for Harcourt Publishing), and most recently, the author of a series of 13 literacy/mathematics books for young children (Math Readers for Rubicon Publishing and Thomson Nelson Co). She has also co-authored the Primary Additional Basic Qualification course for Nipissing University. Wendy has contributed regularly to educational journals and presented workshops throughout Ontario as a speaker for the former Federation of Women Teachers of Ontario (FWTAO). She has also conducted workshops in theUnited States, England, France, and Ireland.

Currently, Dean of Education at the University of New Brunswick, Sharon J. Rich is no stranger to the Canadian education scene. She has taught primary, junior and intermediate levels as well as in pre-service and graduate education programs inOntario andNew Brunswick. She holds a Bachelor of Arts degree from theUniversity ofWestern Ontario, a Masters degree from theUniversity ofAlberta and a Doctorate from theUniversity ofToronto. Her work at the University of Western Ontario (UWO) where she was an Associate professor included developing the online program in Continuing Teacher Education. Her research at UWO was informed by her work in language and literacy education and stimulated her on-going interest in the development of professional learning communities.
Sharon's research into learning communities has resulted in several papers in educational journals including the Language Arts, The Brock Journal of Education and Education Canada as well as several co-authored book chapters. She has also been involved in developing text books in language arts and literacy learning for classroom use including the Irwin Writing Project and Ginn Journeys Language Arts. A noted speaker, Sharon has presented nationally in most provinces and internationally in Australia, the US and Malawi.

De la contraportada

THE WILEY CANADA SERIES IN EDUCATION

Perspectives on Learning and Teaching

Written for use in pre-service and in-service curriculum courses, this text provides a balanced and engaging overview of how curriculum and developmental theories help inform the practical needs of the teacher.

Authors Wendy Frood Auger and Sharon J Rich help you build a critical appreciation of the subtleties of the learning process and the factors that influence the development of students' understanding. The strong pedagogical design provides practical resources as well as a framework that encourages self-reflection as a model for professional growth.

KEY FEATURES

Personal Stories provide engaging stories that demonstrate how theories can be implemented in the classroom.

Reflective Practice activities focus on professional development and highlight the practical implementation of theoretical concepts.

Chapter Activities encourage the reader to reflect on the textual material and to make further connections as to how theory informs practice.

Running Glossary highlights and defines Key Terms as they appear in the text, enabling quick access, full understanding of terms, and ease of reading.