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This guide to curriculum studies will help to form a better understanding of planning and development. Written for experienced and student teachers seeking teaching and training qualifications, it encourages the user to learn through doing.
Curriculum is a key issue for teachers and trainers in the learning and skills sector. It shapes the programmes that are taught, and dictates which students can have access to courses and which cannot. This book provides an accessible overview of the key issues surrounding the curriculum within the learning and skills sector. Written for all those working towards QTLS, it provides examples and case studies that show these issues within working FE colleges, adult education centres and work-based learning contexts, as well as offering succinct summaries of key theories and debates relating to the curriculum.
This book looks at over forty key concepts ranging from community education and experiential learning to competence and access. It presents clear analytical discussions in jargon free language - making it indispensable to all in this field.
This collection of essays from the most prominent scholars in the field of curriculum studies paint an intellectually rich palette of the present state of curriculum research across the countries and continents when the traditionally prevailed national imaginaries give increasingly way to transnational, international, and postnational impulses.
This one volume reference book covers all the major issues in lifelong learning in four sections: Theoretical Perspectives; Curriculum; International Perspectives; and Widening Participation.
This practical guide to the numerous diverse contexts within Further Education today provides a valuable resource for intending or experienced teachers, trainers and support workers within post-compulsory education who are working towards professional awards based on National Standards. It contains material on such key aspects of professional development as planning, delivering, assessing and evaluating teaching and learning. Information is also provided on such influential factors as the Common Inspection Framework, Ofsted, Learning and Skills Council and the Basic Skills Agency.
Takes students to the next level in educational theories by giving a clear overview of a selection of thinkers who have offered challenging perspectives on education.
Perspectives in Curriculum Studies by Margaret Nalova Endeley and Martha Ashuntantang Zama is a comprehensive textbook for graduate students of Curriculum Studies and Instruction, and a guide for education practitioners wherein they articulate contemporary curriculum concepts, principles and applications in the field. With illustrations from informed African perspectives, the authors situate curriculum theory and practice in local contexts so that African scholars, educators, and others may be equipped with knowledge and skills to develop and maintain appropriate and relevant curricula for quality education. Framed in sixteen chapters, grouped in five parts, the text begins with the exposition of basic terminology, curriculum theory and foundations of the curriculum before delving profoundly into the curriculum development process. The latter portion gives the reader the opportunity to explore, analyse and evaluate different curriculum planning approaches and models, curriculum design dimensions and patterns, and procedures for the development of syllabuses, textbooks, and other curriculum materials. Also, Curriculum implementation tasks as well as strategies for evaluation of programs and courses are presented and discussed. Since curriculum and instruction are highly intertwined notions, instructional design is elaborately treated in two chapters bringing out its theoretical underpinnings and procedures. The book closes with global perspectives of curriculum development in practice. The goal here is to provide insights into trends, issues, and challenges not only in curriculum development but also in the curriculum field, which should generate action towards the improvement of curriculum practice and spur the search for new knowledge.
This book collects recent and creative theorizing emerging in the fields of curriculum studies and curriculum theory, through an emphasis on provoking encounters. Drawn from a return to foundational texts, the emphasis on an 'encountering' curriculum highlights the often overlooked, pre-conceptual aspects of the educational experience; these aspects include the physical, emotional, and spiritual dimensions of teaching and learning. The book highlights that immediate components of one's encounters with education--across formal and informal settings--comprise a large part of the teaching and learning processes. Chapters offer both close readings of specific work from the curriculum theory archive, as well as engagements with cutting-edge conceptual issues across disciplinary lines, with contributions from leading and emerging scholars across the field of curriculum studies. This book will be of great interest to researchers, academics and post-graduate students in the fields of curriculum studies and curriculum theory.