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RT Book, Whole SR Electronic DC OPAC T1 Perspectives on the Knowledge Problem in New Zealand Education : Towards Equity / edited by Megan Lourie, Graham McPhail T2 SpringerBriefs in Education. ISSN:2211193X A1 Lourie, Megan A1 McPhail, Graham A1 SpringerLink (Online service) YR 2021 FD 2021 SP XV, 97 p. 2 illus., 1 illus. in color K1 Education -- Curricula K1 Educational sociology K1 Teachers -- Training of K1 Education and state K1 Education -- Philosophy K1 Curriculum Studies K1 Sociology of Education K1 Teaching and Teacher Education K1 Educational Policy and Politics K1 Educational Philosophy K1 Sociology of Education ED 1st ed. 2021. PB Springer Nature Singapore : Imprint: Springer PP Singapore SN 9789811629082 LA English (英語) CL LCC:LB2806.15 CL DC23:375 NO 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. NO This book offers new ideas for thinking about how more equitable outcomes might be achieved in New Zealand so that all students are well-equipped to live and work in contemporary society. It addresses a social justice concern about access to the unique affordances of subject knowledge which comprises two forms of knowledge - propositional (knowledge-that) and applied knowledge (know-how-to). The book provides perspectives on curriculum design by grounding arguments in a theory of knowledge. It describes the different knowledge forms of the theory, and argues that understanding these differences is significant for curriculum design and enactment. It explains why the current imbalance between knowledge forms is a problem, and offers suggestions for change. Understanding about knowledge itself enables more just and equitable outcomes for all students. This book illustrates how different knowledge types and forms can be used together productively to help students develop adaptive expertise for the 21st century, making it a valuable contribution to the field of education. NO HTTP:URL=https://doi.org/10.1007/978-981-16-2908-2 NO 書誌ID=EB16354876; LK [E Book]https://doi.org/10.1007/978-981-16-2908-2 OL 30