ISBN: 9781138809444 - reconceptualizing curriculum development: inspiring and informing action (studies in curriculum theory series) (22 resultados)

Paperback. Condición: Very Good. 1. It's a well-cared-for item that has seen limited use. The item may show minor signs of wear. All the text is legible, with all pages included. It may have slight markings and/or highlighting.

Paperback. Condición: Very Good. 1. It's a well-cared-for item that has seen limited use. The item may show minor signs of wear. All the text is legible, with all pages included. It may have slight markings and/or highlighting.

Condición: New.

Paperback. Condición: new. Paperback. Reconceptualizing Curriculum Development provides accessible, clear guidance on curriculum problem solving and educational leadership through the practice of a synoptic curriculum study. This practice integrates three influential interpretations of curriculumcurriculum as deliberative artistry, curriculum as complicated conversation, and curriculum as currerewith John Deweys lifetime work on reflective inquiry. At its heart, the book advances a way of studying as a way of living with reference to the question: How might I live as a democratic educator? The study guidance is organized as an open-ended scaffolding of three embedded reflective inquiries informed by four deliberative conversations. Study recommendations are provided by a carefully selected team. The field-tested study-based approach is illustrated through a multi-layered, multi-voiced narrative collage of four experienced teachers personal journeys of understanding in a collegial study context. Applying William Pinars argument that a "conceptual montage" enabling teachers to lead complicated conversations should be the focus for curriculum development in the fields current post-reconceptualist moment, the book moves forward the educational aim of facilitating a holistic subject/self/social understanding through the practice of a balanced hermeneutics of suspicion and trust. It closes with a discussion of cross-cultural collaboration and advocacy, reflecting the interest of curriculum scholars in a wide range of countries in this study-based, lead-learning approach to curriculum development. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

Paperback. Condición: New. Brand new book, sourced directly from publisher. Dispatch time is 7-8 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

Condición: As New. Unread book in perfect condition.

Condición: New. pp. 264.

Condición: New.

Condición: New. pp. 264.

Paperback / softback. Condición: New. New copy - Usually dispatched within 4 working days.

Condición: New.

Condición: As New. Unread book in perfect condition.

Condición: New. pp. 264.

Condición: New. Editor(s): Henderson, James. Series: Studies in Curriculum Theory Series. Num Pages: 264 pages. BIC Classification: JNA; JNK; JNKC; JNU. Category: (G) General (US: Trade); (U) Tertiary Education (US: College). Dimension: 229 x 152. Weight in Grams: 485. . 2014. 1st Edition. paperback. . . . . …

Paperback. Condición: Brand New. 264 pages. 9.02x5.98x0.71 inches. In Stock.

Paperback. Condición: new. Paperback. Reconceptualizing Curriculum Development provides accessible, clear guidance on curriculum problem solving and educational leadership through the practice of a synoptic curriculum study. This practice integrates three influential interpretations of curriculumcurriculum as deliberative artistry, curriculum as complicated conversation, and curriculum as currerewith John Deweys lifetime work on reflective inquiry. At its heart, the book advances a way of studying as a way of living with reference to the question: How might I live as a democratic educator? The study guidance is organized as an open-ended scaffolding of three embedded reflective inquiries informed by four deliberative conversations. Study recommendations are provided by a carefully selected team. The field-tested study-based approach is illustrated through a multi-layered, multi-voiced narrative collage of four experienced teachers personal journeys of understanding in a collegial study context. Applying William Pinars argument that a "conceptual montage" enabling teachers to lead complicated conversations should be the focus for curriculum development in the fields current post-reconceptualist moment, the book moves forward the educational aim of facilitating a holistic subject/self/social understanding through the practice of a balanced hermeneutics of suspicion and trust. It closes with a discussion of cross-cultural collaboration and advocacy, reflecting the interest of curriculum scholars in a wide range of countries in this study-based, lead-learning approach to curriculum development. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.…

Condición: New. Editor(s): Henderson, James. Series: Studies in Curriculum Theory Series. Num Pages: 264 pages. BIC Classification: JNA; JNK; JNKC; JNU. Category: (G) General (US: Trade); (U) Tertiary Education (US: College). Dimension: 229 x 152. Weight in Grams: 485. . 2014. 1st Edition. paperback. . . . . Books ship from the US and Ireland. …

PF. Condición: New. This item is printed on demand. Brand new book, sourced directly from publisher. Dispatch time is 6-7 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

PAP. Condición: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Paperback / softback. Condición: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.

PAP. Condición: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This text provides accessible, clear guidance on curriculum problem solving and educational leadership through the practice of a synoptic curriculum study. This practice integrates three influential interpretations of curriculum-curriculum as deliberative artistry, curriculum as complicated conversation, and curriculum as currere-with John Dewey's lifetime work on reflective inquiry. At its heart, the book advances a way of studying as a way of living with reference to the question: How might I live as a democratic educator.…