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How are curriculum policies translated into opportunities to learn in the classroom? According to the Book presents findings from the largest cross-national study of textbooks carried out to date - the curriculum analysis of the 1995 Third International Mathematics and Science Study (TIMSS). This study included a detailed, page-by-page, inventory of the mathematics and science content, pedagogy, and other characteristics collected from hundreds of textbooks in over forty countries. Drawing on these data, the authors investigate the rhetorical and pedagogical features of textbooks to understand how they promote and constrain educational opportunities. They investigate how textbooks are constructed and how they structure diverse elements into prescriptions for teaching practice. The authors break new ground in understanding textbooks in terms of different educational opportunities that they make possible. The book examines policy implications from these new understandings. In particular, conclusions are offered regarding the role of textbooks in curriculum-driven educational reform, in light of their role as promoters of qualitatively distinct educational opportunities.
Critical Theory: The Key Concepts introduces over 300 widely-used terms, categories and ideas drawing upon well-established approaches like new historicism, postmodernism, psychoanalysis, Marxism, and narratology as well as many new critical theories of the last twenty years such as Actor-Network Theory, Global Studies, Critical Race Theory, and Speculative Realism. This book explains the key concepts at the heart of a wide range of influential theorists from Agamben to Žižek. Entries range from concise definitions to longer more explanatory essays and include terms such as: Aesthetics Desire Dissensus Dromocracy Hegemony Ideology Intersectionality Late Capitalism Performativity Race Suture Featuring cross-referencing throughout, a substantial bibliography and index, Critical Theory: The Key Concepts is an accessible and easy-to-use guide. This book is an invaluable introduction covering a wide range of subjects for anyone who is studying or has an interest in critical theory (past and present).
Offers a discussion of the basic concerns which underlie the development and use of language tests. Presenting a synthesis of research on testing, this book is useful for students on teacher education courses. It is also helpful for those professionally involved in designing and administering tests, acting as a complement to 'how to' books.
This revised edition of Michael Byram’s classic 1997 book updates the text in light of both recent research and critiques and commentaries on the 1st edition. Beginning from the premise that foreign and second language teaching should prepare learners to use a language with fluency and accuracy, and also to speak with people who have different cultural identities, social values and behaviours, the book is an invaluable guide for teachers and curriculum developers, taking them from a definition of Intercultural Communicative Competence through planning for teaching to assessment. This edition refines the definitions of the five ‘savoirs’ of intercultural competence, and includes new sections on issues such as moral relativism and human rights, mediation, intercultural citizenship and teachers’ ethical responsibilities.