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oapen-20.500.12657-526622023-07-05T12:26:19Z Equity, Teaching Practice and the Curriculum Wahlström, Ninni assessment in practice classroom discourse concepts of knowledge democracy standards based curriculum Transnational policy teaching content bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKC Curriculum planning & development bic Book Industry Communication::J Society & social sciences::JN Education::JNT Teaching skills & techniques This book explores how different classroom discourses and concepts of knowledge permeate teaching in high- and low-performance classrooms. Drawing on empirical research from classrooms in Sweden, it presents a theory-based framework for classroom research. The book examines the central concepts of knowledge, curriculum, pedagogy and equity to discuss differences in access to knowledge and the implications of these differences for students’ future opportunities and wellbeing. It analyses the relationships between different teaching factors and discusses teaching from democratic perspectives developed within curriculum theory. Combining insights from curriculum theory with insights from sociolinguistic and sociocultural classroom research, this project breaks new ground in how knowledge from curriculum content is recontextualised into concrete teaching practices in the context of a standards-based curriculum. Providing valuable insights into the intersections between classroom practice, student performance and teacher expectations, this book will be of great interest to academics, researchers and post-graduate students in the fields of curriculum research, education policy, teacher education and classroom practice. 2022-02-03T16:18:26Z 2022-02-03T16:18:26Z 2022 book ONIX_20220203_9781000571653_18 9781000571653 9781032110219 9781032110202 9781003218067 https://library.oapen.org/handle/20.500.12657/52662 eng Routledge Research in Education application/pdf Attribution-NonCommercial-NoDerivatives 4.0 International 9781000571653.pdf Taylor & Francis 10.4324/9781003218067 10.4324/9781003218067 7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb 9781000571653 9781032110219 9781032110202 9781003218067 168 open access
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This book explores how different classroom discourses and concepts of knowledge permeate teaching in high- and low-performance classrooms. Drawing on empirical research from classrooms in Sweden, it presents a theory-based framework for classroom research. The book examines the central concepts of knowledge, curriculum, pedagogy and equity to discuss differences in access to knowledge and the implications of these differences for students’ future opportunities and wellbeing. It analyses the relationships between different teaching factors and discusses teaching from democratic perspectives developed within curriculum theory. Combining insights from curriculum theory with insights from sociolinguistic and sociocultural classroom research, this project breaks new ground in how knowledge from curriculum content is recontextualised into concrete teaching practices in the context of a standards-based curriculum. Providing valuable insights into the intersections between classroom practice, student performance and teacher expectations, this book will be of great interest to academics, researchers and post-graduate students in the fields of curriculum research, education policy, teacher education and classroom practice.
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