Perspectives on the Knowledge Problem in New Zealand Education Towards Equity /

Bibliografische gegevens
Coauteur:	SpringerLink (Online service)
Andere auteurs:	Lourie, Megan (Redacteur), McPhail, Graham (Redacteur)
Samenvatting:	XV, 97 p. 2 illus., 1 illus. in color. text
Taal:	Engels
Gepubliceerd in:	Singapore : Springer Nature Singapore : Imprint: Springer, 2021.
Editie:	1st ed. 2021.
Reeks:	SpringerBriefs in Education,
Onderwerpen:	Education > Curricula. Educational sociology. Teachers > Training of. Education and state. Education > Philosophy. Curriculum Studies. Sociology of Education. Teaching and Teacher Education. Educational Policy and Politics. Educational Philosophy.
Online toegang:	https://doi.org/10.1007/978-981-16-2908-2
Formaat:	Elektronisch Boek

Inhoudsopgave:

1 Introduction
2 The components of a national curriculum
3 Three models of teaching: A framework for thinking about education
4 Knowledge: What teachers need to know
5 Knowledge marginalisation in curriculum and practice
6 Knowledge and the 'Identity Directive'
7 The TAP/CDC combination for bi/multilingual students: Illustrating the relationship between knowledge-that and knowledge-how
8 A curriculum for 21st century learners. .

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