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Books on the topic 'Curricular Complexity'

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Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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1

Complexity thinking in physical education: Reframing curriculum, pedagogy, and research. New York: Routledge, 2013.

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2

1948-, Trueit Donna, ed. Pragmatism, postmodernism, and complexity theory: The "fascinating imaginative realm" of William E. Doll, Jr. New York, NY: Routledge, 2012.

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3

Ruth, Kroll Linda, ed. Teaching as principled practice: Managing complexity for social justice. Thousand Oaks, Calif: Sage Publications, 2005.

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4

Scott, Brian. Concept-Based Instruction: Building Curriculum with Depth and Complexity. Prufrock Press, 2020.

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5

Scott, Brian. Concept-Based Instruction: Building Curriculum with Depth and Complexity. Taylor & Francis Group, 2021.

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6

Scott, Brian. Concept-Based Instruction: Building Curriculum with Depth and Complexity. Taylor & Francis Group, 2021.

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7

Scott, Brian. Concept-Based Instruction: Building Curriculum with Depth and Complexity. Prufrock Press, 2020.

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8

Scott, Brian. Concept-Based Instruction: Building Curriculum with Depth and Complexity. Taylor & Francis Group, 2021.

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9

(Editor), William E. Doll, M. Jayne Fleener (Editor), Donna Trueit (Editor), John St Julien (Editor), and John St Julien (Editor), eds. Chaos, Complexity, Curriculum, And Culture: A Conversation (Complicated Conversation: a Book Series of Curriculum Studies). Peter Lang Publishing, 2005.

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10

Complexity Thinking in Physical Education: Reframing Curriculum, Pedagogy and Research. Taylor & Francis Group, 2014.

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11

Butler, Joy, Alan Ovens, and Tim Hopper. Complexity Thinking in Physical Education: Reframing Curriculum, Pedagogy and Research. Taylor & Francis Group, 2013.

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12

Butler, Joy, Alan Ovens, and Tim Hopper. Complexity Thinking in Physical Education: Reframing Curriculum, Pedagogy and Research. Taylor & Francis Group, 2013.

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13

Butler, Joy, Alan Ovens, and Tim Hopper. Complexity Thinking in Physical Education: Reframing Curriculum, Pedagogy and Research. Taylor & Francis Group, 2013.

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14

Butler, Joy, Alan Ovens, and Tim Hopper. Complexity Thinking in Physical Education: Reframing Curriculum, Pedagogy and Research. Taylor & Francis Group, 2013.

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15

Butler, Joy, Alan Ovens, and Tim Hopper. Complexity Thinking in Physical Education: Reframing Curriculum, Pedagogy and Research. Taylor & Francis Group, 2013.

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16

Fazio, Xavier. Science Curriculum for the Anthropocene, Volume 1: Complexity, Systems, and Sustainability Perspectives. Springer International Publishing AG, 2022.

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17

Kroll, Linda R., Tomas Galguera, Anna Ershler Richert, Philip L. Tucher, Ruth Cossey, David M. Donahue, and Vicki Kubler LaBoskey. Teaching as Principled Practice: Managing Complexity for Social Justice. Sage Publications, Inc, 2004.

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18

Kroll, Linda Ruth, Tomas Galguera, Anna Ershler Richert, David M. Donahue, and Vicki Kubler LaBoskey. Teaching As Principled Practice: Managing Complexity for Social Justice. SAGE Publications, Incorporated, 2012.

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19

Kroll, Linda R., Tomas Galguera, Anna Ershler Richert, Philip L. Tucher, Ruth Cossey, David M. Donahue, and Vicki Kubler LaBoskey. Teaching as Principled Practice: Managing Complexity for Social Justice. Sage Publications, Inc, 2004.

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20

Boyd, Fenice B., and Cynthia H. Brock. Social Diversity Within Multiliteracies: Complexity in Teaching and Learning. Taylor & Francis Group, 2014.

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21

Boyd, Fenice B., and Cynthia H. Brock. Social Diversity Within Multiliteracies: Complexity in Teaching and Learning. Taylor & Francis Group, 2014.

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22

Boyd, Fenice B., and Cynthia H. Brock. Social Diversity Within Multiliteracies: Complexity in Teaching and Learning. Taylor & Francis Group, 2014.

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23

Social Diversity Within Multiliteracies: Complexity in Teaching and Learning. Taylor & Francis Group, 2014.

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24

Boyd, Fenice B., and Cynthia H. Brock. Social Diversity Within Multiliteracies: Complexity in Teaching and Learning. Taylor & Francis Group, 2014.

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25

Vardanyan, Ishkhan, Eva Dalyan, V. Vardanyan, and V. Tumyan. Molecular bacteriology laboratory works. YSU Publishing House, 2020. http://dx.doi.org/10.46991/ysuph/9785808424548.

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The manual is compiled in accordance with the curriculum of “Molecular Physics”. It contains about 800 problems of different complexity, the most difficult of which have instructions and solutions. The book is intended for students of YSU faculties of natural sciences. It can also be useful for students of other faculties of natural sciences.
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26

Hungry Minds in Hard Times: Educating for Complexity for Students of Poverty (Counterpoints (New York, N.Y.), V. 191.). Peter Lang Publishing, 2002.

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27

Franz, Carleen, Lee Ascherman, and Julia Shaftel. Learning Disabilities in Mathematics. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0006.

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This chapter illustrates the complexity of the mathematics curriculum and why students who struggle to comprehend mathematics face additional challenges in terms of remedial instruction. Mathematics disabilities are more common than often believed. These difficulties frequently stem from a deficit in basic numeracy, or an understanding of how numbers work and how our number system operates. A breakdown of mathematics concept areas from the Common Core State Standards illustrates the breadth of mathematics content. Case studies exemplify various presentations of mathematics disorders. Mathematics problems may remain undercover longer than other types of disabilities, and identification of a mathematics learning disorder may not occur until college. Assessment and remedial techniques are included.
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28

Sabatino, Carl, and Chris Wiebe. Bridges Academy. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0019.

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This chapter explores the programmatic components of a successful strength-based school serving twice exceptional (2e) students in grades 4 through 12. The chapter first provides a brief overview of the school’s background to shed light on the unique learning needs of 2e students and discusses the institutional foundations and beliefs that best support student growth. An overview of the school’s Multiple Perspectives Model shows how faculty members focus on several factors—including students’ gifts and talents, learning differences, and family contexts—to make decisions about learning strategies in a dynamic educational environment. The school stresses the importance of a culture of appreciation of students’ strengths while differentiating and dual differentiating their curricula to move students forward to appropriate levels of depth and complexity in their learning. Finally, the chapter underscores the need for flexible school policies that embrace creative problem-solving and put the needs of the student above external rules and regulations.
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29

Brindley, Peter G. Effective teamwork in the ICU. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199600830.003.0010.

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The Institute for Health Improvement argues that medical errors contribute to tens-of-thousands of deaths annually in the USA alone. Others have posited the need to make a ‘science of team performance’ and a ‘science of managing complexity’. Experts also believe that if our goal should be to maximize patient safety; thus we must tackle our ‘missing curriculum’ to minimize the disconnection between what should be and what is usual. Growing evidence shows that teamwork and communication is key to bridging these ‘care gaps’. This chapter outlines how critical care team skills (and ‘verbal dexterity’) can match procedural dexterity and factual know-how, using practical strategies from other high-stakes industries. Whether we think in team terms is a comment on medical culture. Regardless, given teamwork’s importance, it is time to argue that there really is no ‘I in ICU’!
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30

Mahmood, Tahir, Charles Savona-Ventura, Ioannis Messinis, and Sambit Mukhopadhyay, eds. The EBCOG Postgraduate Textbook of Obstetrics & Gynaecology. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108582322.

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This authoritative textbook provides a much-needed guide for postgraduate trainees preparing for the European Board and College of Obstetrics and Gynaecology (EBCOG) Fellowship examination. Published in association with EBCOG, it fully addresses the competencies defined by the EBCOG curriculum and builds the clinical practice related to these competencies upon the basic science foundations. Volume 2 covers the depth and breadth of gynaecology, and draws on the specialist knowledge of four highly experienced Editors and over 100 contributors from across Europe, reflecting the high-quality training needed to ensure the safety and quality of healthcare for women. It incorporates key international guidelines throughout, along with colour diagrams and photographs for easy understanding. This is an invaluable resource, not only for postgraduate trainees planning to sit the EFOG examination, but also for practising specialists looking to update their knowledge and skills to meet the ever-evolving complexity of clinical practice.
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31

Mahmood, Tahir, Charles Savona Ventura, Ioannis Messinis, and Sambit Mukhopadhyay, eds. The EBCOG Postgraduate Textbook of Obstetrics & Gynaecology. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108863049.

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This authoritative textbook provides a much-needed guide for postgraduate trainees preparing for the European Board and College of Obstetrics and Gynaecology (EBCOG) Fellowship examination. Published in association with EBCOG, it fully addresses the competencies defined by the EBCOG curriculum and builds the clinical practice related to these competencies upon the basic science foundations. Volume 1 covers the depth and breadth of obstetrics, and draws on the specialist knowledge of four highly experienced Editors and over 100 contributors from across Europe, reflecting the high-quality training needed to ensure the safety and quality of healthcare for women and their babies. It incorporates key international guidelines throughout, along with colour diagrams and photographs for easy understanding. This is an invaluable resource, not only for postgraduate trainees planning to sit the EFOG examination, but also for practising specialists looking to update their knowledge and skills to meet the ever-evolving complexity of clinical practice.
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32

Merino Orozco, Abel, Cristina Di Giusto Valle, Gloria Pérez de Albéniz Garrote, and Valeriana Guijo Blanco. Education for fighting against gender discrimination and violence in the immigrant population: a systematic literature review. Universidad de Burgos, 2022. http://dx.doi.org/10.36443/9788418465284.

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Migrant women are exposed to double vulnerability, as women and as migrants. This generates a demand for special personalized attention from professionals in the social, health and psychology fields in order to understand their needs. This work aims to understand the complexity of the migratory phenomenon in women in the scientific literature to establish the priority lines of support in university curricula. For this, a systematic review is presented that finally analyzes 63 documents. The study has three search phases in Web of Science and Scopus databases. In the first phase, the terms that are considered are "gender discrimination" AND "Violence" AND "migrant", selecting six items; a second block includes "gender discrimination" AND "migrant”, adding 40 items, and the third block, "gender discrimination" AND "Violence" OR "migrant" AND "education" AND “intervention” AND "women, where 17 new articles are selected. The results show seven emerging categories according to their central theme: legal, social, development & market, health, integration, gender discrimination and intervention. The study presents a discussion for each category, converging on the relevance of the need to raise awareness among the population as a whole. The study attempts to focus interest on priority lines of intervention, among which the following stand out: health care in general, sexual education, the expansion of social networks in the destination, the search for job opportunities, access to technology or the promotion of healthy living and physical activity. This analysis converges on the need for institutions to provide resources to people who suffer gender-based violence of any kind, emphasizing the migrant population, since fewer cases are institutionalized. For this reason, it is also relevant to provide resources to professionals who work with this social group.
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