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Books on the topic 'School-based curriculum development'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Lewy, Arieh. National and school-based development. Paris: UNESCO, International Institute for Educational Planning, 1991.

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2

Blackman, Sandra. Perspectives on the humanities and school-based curriculum development. New York, N.Y: American Council of Learned Societies, 1994.

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3

Mmbaga, S. School-based curriculum and staff development for Tanzanian schools: A new approach to curriculum planning and development. Dar es Salaam, Tanzania: Press and Publicity Centre, 1985.

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4

Law, Hau-fai Edmond, and Nienke Nieveen. Schools as curriculum agencies: Asian and European perspectives on school-based curriculum development. Rotterdam: Sense Publishers, 2010.

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5

Prince Edward Island. Dept. of Education. Program and Human Resource Development Work Group. Program and Human Resource Development Work Group: Final report. [Charlottetown, P.E.I.]: The Group, 1993.

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6

Proceedings of the Society for Management in Education in Ireland (1 Dublin). From subject based curriculum development to whole school management: The paper delivered by Dr. Michael Murray CFC at a meeting of the society on 11 April 1992 at Trinity College Dublin. Dublin: (Society for Management in Education in Ireland), 1992.

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7

Developing a quality curriculum. Alexandria, Va: Association for Supervision and Curriculum Development, 1994.

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8

Kinyanjui, Kabiru. Secondary school education for girls in Kenya: The need for a more science-based curriculum to enhance women's greater participation in development. Nairobi, Kenya: Institute for Development Studies, University of Nairobi, 1988.

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9

King, Paul. The development of a secondary school curriculum-based staffing formula for the London Borough of Barnet: And its practical application in Barnet's Local management of Schools scheme. London: PEL, 1989.

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10

Lawless, Una. A curriculum development experiment based on Kodály's teaching methods, adapted and modified for use in the Northern Ireland school context, for 8-11 year old pupils, using irish folk-song as teaching material. [s.l: The Author], 1997.

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11

Watts, A. G. A working start: Guidance strategies for girls and young women : a report based on a seminar held under the auspices of the School Curriculum Development Committee, the Equal Opportunities Commission and the Further Education Unit. York: Longman for School Curriculum Development Committee, 1986.

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12

Trebon, Theresa. Gender based education: The development of manual training and home economics at Bellingham State Normal School, 1900-1916. [Sedro Wooley, WA: Theresa Trebon, 1992.

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13

Payne, Kardaleff Patricia, ed. Literature-based social studies: Children's books & activities to enrich the K-5 curriculum. Phoenix, Ariz: Oryx Press, 1991.

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14

Turbovskoy, Yakov, and Vera Filinova. Technology of pedagogical goal setting. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1077741.

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Based on the theory of pedagogical goal-setting, the monograph reveals the ways to achieve goals as a planned result obtained at each lesson, during the transition from one topic to another, during the school year and all years of study. This book, which includes the technology of pedagogical goal-setting, solves a two-pronged problem: it provides an opportunity to improve the professional skills of each teacher and contributes to improving the effectiveness of managing the development of education from the point of view of the requirements of modern state standards and curricula as an integral process. For teachers, head teachers, Directors of educational institutions, methodologists and heads of educational bodies.

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15

J, Marsh Colin, ed. Reconceptualizing school-based curriculum development. London: Falmer Press, 1990.

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16

Colin, Marsh, ed. Reconceptualizing school-based curriculum development. London: Falmer, 1990.

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17

Malcolm, Skilbeck, ed. Readings in school-based curriculum development. London: Paul Chapman, 1988.

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18

Skilbeck, Malcolm. Readings In School Based Curriculum Development. Paul Chapman Educational Publishing, 1988.

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19

Eggleston, John, ed. School-Based Curriculum Development in Britain. Routledge, 2018. http://dx.doi.org/10.4324/9780429454622.

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20

Eggleston, John. School-Based Curriculum Development in Britain. Taylor & Francis Group, 2018.

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21

External Perspectives in School-based Review (School Curriculum Development Committee). Longman, 1989.

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22

Sandra, Blackman, and American Council of Learned Societies., eds. Perspectives on the humanities and school-based curriculum development. [Washington, D.C.]: American Council of Learned Societies, 1994.

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23

Sandra, Blackman, American Council of Learned Societies., and ACLS National Education Conference (1993 : Aspen Institute), eds. Perspectives on the humanities and school-based curriculum development. [New York]: American Council of Learned Societies, 1994.

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24

Sandra, Blackman, and American Council of Learned Societies, eds. Perspectives on the humanities and school-based curriculum development. [Washington, D.C.]: American Council of Learned Societies, 1994.

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25

Perspectives on the humanities and school-based curriculum development. [Washington, D.C.]: American Council of Learned Societies, 1994.

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26

Nishioka, Kanae. Chapter 2 Historical overview of curriculum organisation: National control over curriculum vs. school-based curriculum development. Taylor & Francis, 2017.

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27

Power and Moral Education in China: Three Examples of School-Based Curriculum Development. Lexington Books/Fortress Academic, 2014.

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28

Naama, Sabar, Rudduck Jean, Reid William A. 1933-, and University of Sheffield. Division of Education., eds. Partnership and autonomy in school-based curriculum development: Policies and practices in Israel and England. Sheffield: University of Sheffield, Division of Education, 1987.

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29

(Foreword), Arthur W. Steller, ed. Developing a Quality Curriculum. Waveland Press, Inc., 2004.

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30

Watts, A. G. A working start: Guidance strategies for girls and young women : a report based on the School Curriculum Development Committee, the Equal Opportunities Commission and the Further Education Unit. Longman, 1986.

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31

Inquiry and the Common Core: Librarians And Teachers Designing Teaching For Learning. Libraries Unlimited, 2013.

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32

Valaitis, Ruta Kristina. Empowering youth: Perceptions and use of computers in school-based community development. c2002, 2002.

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33

Jean, Tait, and MESU, eds. The developmental curriculum: A school-based INSET course for teachers of children with severe learning difficulties. Coventry: MESU, 1988.

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34

Johnson, Annette, Cassandra McKay-Jackson, and Giesela Grumbach. Critical Service Learning Toolkit. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190858728.001.0001.

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Critical Service Learning Toolkit offers a strengths-based, interdisciplinary approach to promoting social competence while enhancing emotional and academic skill development. Designed as a user-friendly guide to carrying out successful CSL projects, this Toolkit provides practitioners with step-by-step assistance in planning, implementing, and evaluating Critical Service Learning (CSL) projects in elementary and high schools. CSL trains youth to become active and conscientious citizens through engagement and leadership experiences that meet real needs in the community. This approach is unique in that it places the youth/student at the center of the process. Prioritizing social and emotional learning (SEL) and school engagement, CSL changes the role of the school-based, counseling professional into that of a facilitator who encourages skill-building, reflection, and civic engagement. Cultivating self-awareness, social-consciousness, and critical-thinking skills, brainstorming and community web mapping activities serve as the cornerstone of CSL and allow youth to become comfortable articulating concerns about their communities. By extending learning beyond the classroom and into the community, CSL enhances what is taught throughout the school curriculum, at all levels, and fosters a sense of civic responsibility and social agency.

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35

The Peers Curriculum For School Based Professionals Social Skills Training For Adolescents With Autism Spectrum Disorder. Taylor & Francis Ltd, 2013.

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36

Lima, Cristiane Pereira, and Léia Teixeira Lacerda. Vivências e práticas pedagógicas sobre as relações de gênero: Anos iniciais do ensino fundamental. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-235-3.

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This book presents the results of pedagogical practices developed with children on gender relations topic. It aims to dialogue with professionals of early childhood education and early years of elementary school. It was created based on the need to produce educational resources able to encourage teachers and students on the development of this approach at school. The text is structured in 4 sessions. Section 1, “Gender relations at school”, presents the research paths, exposing theoretical and methodological reflections that may support the work of the educator. In section 2, “Childhood studies and their contributions to gender relations”, the contributions of childhood scholars to the analysis of data, its trajectory and ruptures are presented. This section also registers some needs to review teacher training – both in the initial and in the continued phase – choosing the curriculum to implement a critical and reflective pedagogical practice. Section 3, “Record of gender relations in a 2nd year of Elementary School class”, exposes the record of the children's narratives, their drawings and photos elaborated during the production of the data. To conclude, in section 4, “Pedagogical mediation project: pedagogical practices for the education of gender relations with children”, we highlight the moment when the literary text was presented and the proposed activities as possibilities for the debate on gender relations in the school space.

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37

Carter, Sarah Anne. Thinking with Things. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190225032.003.0003.

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This chapter examines what happened when object lessons were implemented in the United States, particularly through the development of the Oswego Normal School in New York. E. A. Sheldon developed a rigorous curriculum based on the work of M. E. M. Jones and Elizabeth Mayo that trained pupil-teachers to give object lesson. The intent was to train students how to think and observe rather than to rely on students’ rote memorization of knowledge. His work transformed Oswego into the center of object teaching in the 1860s. Critiques of the practice at Oswego as well as the details of its classroom implementations help to explain what this practice actually looked like and what it meant for the ways students and teachers understood the material world. It also considers the ways object lessons could be used for instruction in composition and historical writing as well as moral training.

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38

Laughlin, Mildred Knight, and Patricia Payne Kardaleff. Literature-Based Social Studies: Children's Books & Activities to Enrich the K-5 Curriculum. Oryx Press, 1990.

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39

Gergen, Kenneth J., and Scherto R. Gill. Beyond the Tyranny of Testing. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190872762.001.0001.

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Practices of assessment in education are byproducts of a bygone era. When testing and grades become the very goals of education, learning suffers, along with the well-being of students and teachers. In this book, the authors propose a radical alternative to the measurement-based assessment tradition, a vision in which schools are no longer structured as factories but as sites of collective meaning-making. As it is within the process of relating that the world comes to be what it is for us, the authors draw from this process their understanding of what knowledge is and what is good and valuable. Equally, learning and well-being are embedded in relational process, which testing and grades undermine. Thus the authors advocate a relational orientation to evaluation in education, emphasizing co-inquiry and value creation. The aim is to stimulate and enhance learning while simultaneously enriching the vitality of the relational process. A wide range of innovations in evaluative practice bring these ideas to life. The authors include detailed illustrations using cases from pioneering schools around the globe, at both primary and secondary levels, demonstrating how evaluation can foster students’ engagement in learning, feed into teachers’ professional development, support whole school improvement, and further nurture learning communities beyond the school’s walls. A relational shift in evaluation also opens a space for the flourishing of interactive and participatory teaching practices and more flexible and co-created curricula. Such a transformation in education speaks to the demands of a rapidly changing and unpredictable world, in which our capacities to listen, dialogue, and collaborate are imperative.

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