Products related to School:
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Knowledge and the Future School : Curriculum and Social Justice
Written at a time of uncertainty about the implications of the English government’s curriculum policies, Knowledge and the Future School engages with the debate between the government and large sections of the educational community.It provides a forward-looking framework for head teachers, their staff and those involved in training teachers to use when developing the curriculum of individual schools in the context of a national curriculum.While explaining recent ideas in the sociology of educational knowledge, the authors draw on Michael Young’s earlier research with Johan Muller to distinguish three models of the curriculum in terms of their assumptions about knowledge, referred to in this book as Future 1, Future 2 and Future 3.They link Future 3 to the idea of 'powerful knowledge' for all pupils as a curriculum principle for any school, arguing that the question of knowledge is intimately linked to the issue of social justice and that access to 'powerful knowledge' is a necessary component of the education of all pupils.Knowledge and the Future School offers a new way of thinking about the problems that head teachers, their staff and curriculum designers face.In charting a course for schools that goes beyond current debates, it also provides a perspective that policy makers should not avoid.
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The Future of the Curriculum : School Knowledge in the Digital Age
An examination of curriculum innovations that are shaped by new ideas about digital media and learning. Although ideas about digital media and learning have become an important area for educational research, little attention has been given to the practical and conceptual implications for the school curriculum.In this book, Ben Williamson examines a series of contemporary curriculum innovations in the United States, Great Britain, and Australia that reflect the social and technological changes of the digital age.Arguing that the curriculum is always both forward- and rearward-looking, Williamson considers how each of these innovations represents a certain way of understanding the past while also promoting a particular vision of the future. The curriculum initiatives are all examples of what Williamson calls "centrifugal schooling," expressing a vision of education and learning that is decentered, distributed, and dispersed, emphasizing networks and connections.In centrifugal schooling, a curriculum is actively assembled and improvised from a heterogeneous mix of people, groups, coalitions, and institutional structures.Participants in curriculum design and planning include local governments, corporations, foundations, charities, and nongovernmental organizations.Among the curriculum innovations Williamson examines are High Tech High, a charter school network in San Diego that integrates technical and academic education; Opening Minds, a "competence-based" curriculum used in 200 British secondary schools; and Quest to Learn, a "school for digital kids" in New York City (with a sister school in Chicago).He also describes two major partnerships: the Partnership for 21st Century Skills, which advocates for "21st century readiness" for American students; and the Whole Education Alliance in Britain, a network of "third sector" educational organizations.
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International Perspectives on Knowledge and Curriculum : Epistemic Quality across School Subjects
Drawing on the idea of powerful knowledge, this book interrogates the epistemic quality of education in schools, in terms of what students are expected to know, make sense of and be able to do through the curriculum.In doing so the authors acknowledge the significance of transformation processes through which specialized knowledge, developed in subject disciplines, is reshaped and re-presented in educational environments.Moving beyond the narrow knowledge vs skills debate of the 20th century, the authors look at how we might democratise and open up access to 'knowledge of the powerful' for all through the school curriculum.Arising from the work of the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), this book draws on studies conducted in a range of national contexts, including from Finland, France, Germany, Norway, Sweden and the UK, and considers the implications for curriculum innovation at policy, programmatic and classroom level.
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An Ambitious Secondary School Curriculum
Comprehensive guidance to support those involved in secondary education in developing the curriculum to meet the requirements of the new Ofsted (2019) framework. This book addresses key issues such as the purpose of the curriculum, how to organise the curriculum, curriculum design, how to adapt the curriculum to meet the needs of all learners, and the balance between knowledge and skills.An important and topical chapter on decolonising the curriculum is also included.It goes beyond basic requirements, emphasizing the importance of a creative, pupil-centred and enquiry-based curriculum which is suited to the context of school communities.Responding to the increased emphasis on the quality of pupils' education, the book supports trainees, teachers and school leaders in developing and implementing an ambitious and diverse curriculum, including working with all stakeholders and offering practical strategies and solutions.It empowers practitioners to reclaim the curriculum by designing one which reflects the values and context of the school.
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How is the school instruction structured during the training?
The school instruction during the training is typically structured in a systematic and progressive manner. It usually starts with foundational concepts and gradually builds upon them to more advanced topics. The training may include lectures, hands-on practical sessions, group discussions, and assessments to ensure understanding and retention of the material. The instructors often follow a curriculum or syllabus to cover all the necessary topics within the specified timeframe.
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How is learning done in high school and how is academic readiness defined?
In high school, learning is typically done through a combination of classroom instruction, independent study, and group projects. Academic readiness is defined as the ability of a student to successfully engage with and understand the material being taught at their grade level. This includes having the necessary foundational knowledge, critical thinking skills, and study habits to succeed in their coursework. Academic readiness is often assessed through standardized tests, grades, and teacher evaluations.
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Are the academic high school and the vocational high school equivalent?
No, academic high schools and vocational high schools are not equivalent. Academic high schools focus on traditional subjects like math, science, and literature, preparing students for college. On the other hand, vocational high schools offer specialized training in specific trades or careers, preparing students for immediate entry into the workforce. Each type of high school serves different educational and career goals, catering to the diverse needs and interests of students.
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Instead of school, what is a distance learning school?
A distance learning school is an educational institution that provides instruction and learning materials to students remotely, typically through online platforms and virtual classrooms. Instead of attending a physical school, students can access their lessons, assignments, and assessments from their own homes or other locations. Distance learning schools often offer flexibility in scheduling and pacing, allowing students to work at their own pace and accommodate other commitments. These schools can provide a valuable alternative for students who are unable to attend traditional schools due to various reasons such as health concerns, geographical distance, or personal circumstances.
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Academic Leadership : Enhancing School Effectiveness
This book provides contemporary knowledge on school effectiveness and proposes strategic interventions for enhancing it.It focuses on improving academic leadership for enhancing the effectiveness of schools and discusses how national education policies are helpful in providing a vision towards improving school effectiveness. It highlights the role of teachers as academic leaders in the implementation of policy recommendations at school and classroom levels.It offers methods and mechanisms for academic leaders to measure the learning of students for school assessment.The author also discusses how academic leadership involves creating a vision and mission based on science and research data for the organisation, inspiring innovation and creative ideas, developing teamwork, and a safe environment for staff to express their views.While providing an understanding of school as an organization, the volume outlines its management functions such as processes and quality of planning, management of curriculum, learner evaluation, institutional networks, and human resource management, among others.The volume is a guidebook for training and capacity building for school-level practitioners and leaders in education management. Embedded with real-life cases and episodes, this volume will be of interest to teachers, students, and practitioners of education, management, and education management.It will also be useful for academicians, educationalists, practitioners, management professionals, educational leaders, and policymakers.
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The School as a Home for the Mind : Creating Mindful Curriculum, Instruction, and Dialogue
"Within this robust collection, the reader is soon privy to a noble and notable vision of schooling in which mindfulness permeates the metaphorical walls of the school and all of its structural components: the curriculum, the instruction, and the reflective practices of those immersed in the vision."—From the Foreword by Robin Fogarty"What is the next best thing to having the opportunity to be in one of Art Costa's presentations?It is clearly the opportunity to read and reread his work.He has a knack for making the theoretical understandable and the practical 'practice-able.'"—Bena Kallick, Educational Consultant"Art Costa has done more than anyone I can think of to advance the practical cause of more thoughtful education."—David Perkins, Professor of EducationHarvard UniversityCreate a culture where the process of thinking is the content of instruction!This unique guide reflects the author's best and most recent research, theory, and practice for the teaching of thinking.Arthur L. Costa explains why educators need to integrate explicit thinking instruction into daily lessons, illustrates what the instruction of thinking looks like in the classroom, and identifies the curricular changes that can have the most positive impact.The text also examines: Curriculum mapping efforts that support the teaching of thinkingSpecific teaching behaviors that foster students' thinking processesCognitive coaching that encourages a high level of performanceMetacognitive mediations that connect immediate lessons to lifelong learning
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Home-School Learning Resources : A Guide for Home-Educators, Teachers, Parents and Librarians
Home-School Learning Resources is a practical guide that will help teachers, parents, home educators and librarians to locate useful, quality-tested websites that offer resources for enhanced curriculum learning and related fun activities for children and young people aged 4-16.The book allows users to locate resources quickly and easily, with cross references made between subjects and handy tips for further exploration & discovery.It offers the opportunity for a holistic approach to educating children and enhancing their development.The book presents a range of UK resources as well as relevant international ones listed by subject, covering all areas of the UK curriculum as well as general knowledge, interests and leisure time.
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Learning without School : Home Education
While some people look back on school as the 'best days of your life', for others the experience can be unpleasant and gruelling.Learning without School is a practical handbook for parents who want to educate their children at home but are unsure that they have the skills and know-how required to give their child the best education possible. This book explains what home education is; the advantages and disadvantages of choosing this route; how to begin home educating; what you need to do and how to help your child adjust; and how home education affects children's social skills and friendships.It also covers technical aspects, such as the curriculum, core subjects, exams and timetables.Ross Mountney also considers children with 'learning difficulties' or 'special needs' and how to approach home education differently for this group of children. Each chapter contains a summary of key points, useful websites, hints and tips and real-life case studies.This practical guide offers indispensible support for parents who are considering home education for their child, and includes a broad philosophy of education that will interest all parents and professionals involved in education and child welfare.
Price: 19.99 £ | Shipping*: 3.99 £
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Which school offers computer knowledge?
Many schools offer computer knowledge, but some notable ones include the Massachusetts Institute of Technology (MIT), Stanford University, and Carnegie Mellon University. These schools have strong computer science and engineering programs that provide students with a comprehensive understanding of computer knowledge, including programming, software development, and computer systems. Additionally, many community colleges and technical schools also offer computer knowledge through their computer science and information technology programs.
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What is the basic knowledge required for the Academic High School (AHS) in Vienna?
The basic knowledge required for the Academic High School (AHS) in Vienna includes proficiency in German, as it is the language of instruction. Students are expected to have a strong foundation in mathematics, sciences, humanities, and foreign languages. Additionally, they should have critical thinking skills, problem-solving abilities, and a willingness to engage in independent study and research. AHS also values creativity, communication skills, and a strong work ethic.
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From when do you know that a primary school/secondary school/academic secondary school/high school is not working?
You can tell that a primary school/secondary school/academic secondary school/high school is not working when there is a lack of qualified and motivated teachers, low student attendance and engagement, poor academic performance and results, inadequate resources and facilities, and a negative school culture and environment. Additionally, if there are frequent disciplinary issues, high dropout rates, and a lack of support for students with diverse learning needs, these are also signs that the school is not functioning effectively. It is important to address these issues promptly to ensure that students receive a quality education.
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How does the driving school instruction proceed?
The driving school instruction typically begins with classroom lessons covering traffic laws, road signs, and safe driving practices. Students then move on to behind-the-wheel training with a certified instructor, where they practice driving in various road and traffic conditions. The instructor provides guidance and feedback to help the student improve their driving skills. Finally, students may take a driving test to obtain their driver's license upon successful completion of the course.
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