Andere Kunden interessierten sich auch für
![Critical Learning in Digital Networks]( "Critical Learning in Digital Networks")
Critical Learning in Digital Networks74,99 €![Learning to Teach with Assessment]( "Learning to Teach with Assessment")
Learning to Teach with Assessment37,99 €![Critical Perspectives on Service-Learning in Higher Education]( "Critical Perspectives on Service-Learning in Higher Education")
Critical Perspectives on Service-Learning in Higher Education37,99 €![Critical Perspectives on Service-Learning in Higher Education]( "Critical Perspectives on Service-Learning in Higher Education")
Critical Perspectives on Service-Learning in Higher Education37,99 €![Transforming Assessment]( "Transforming Assessment")
Transforming Assessment117,99 €![Leadership of Assessment, Inclusion, and Learning]( "Leadership of Assessment, Inclusion, and Learning")
Leadership of Assessment, Inclusion, and Learning88,99 €![Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS]( "Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS")
Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS37,99 €
This book offers a detailed analysis and assessment of the state of education round the world. The argument is made that education and curriculum practices are deficient for two reasons. The first is the adoption by governments, policy-makers and practitioners of a set of knowledge practices that can be broadly characterised as empiricist and technicist, and which has come to dominate how curricula are constructed and certainly how education systems and their work can be described. The second is the adoption of a model of curriculum that is both backward-looking and, in its own terms, confused and muddled. This book then sets out an alternative model, which is more cogent and better focused on human wellbeing.