Literaturnachweis - Detailanzeige
| Sonst. Personen | Vaughan, Kelly P. (Hrsg.); Nuñez, Isabel (Hrsg.) |
|---|---|
| Titel | Enacting praxis. How educators embody curriculum studies. |
| Quelle | New York, NY: Teachers College Press (2023) |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9780807769065; 9780807769072; 9780807782071 (E-Book) |
| Schlagwörter | Curriculum planning; Philosophy; Teacher participation in curriculum planning; Bildungstheorie; Bildungspraxis |
| Abstract | "This book is grounded in the field of curriculum studies, within which we ask: What do curriculum workers do outside of graduate schools of education? How do scholar-practitioners (K-12 teachers, teacher educators, and community educators) do curriculum work influenced by theory and that influences theorizing in our field? In this book, we will highlight the work of six influential curriculum studies scholars: Maxine Greene, Janet Miller, William Pinar, William Schubert, William Watkins, and Carter G. Woodson. After introducing and contextualizing the work of the featured scholar, we will include three chapters by scholar-practitioners (teachers, teacher educators, and community educators) influenced by the work and ideas of the featured scholar. These essays illustrate how curriculum studies scholars are influencing practice in a variety of places; explore the ways that curriculum studies theorizing can be an intervention against technical pedagogical or curricular approaches; and focus on the conversations between theory and practice"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2023/3/08 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
