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  • 1
    Online Resource
    Online Resource
    Equity, teaching practice and the curriculum : exploring differences in access to knowledge (2022)
    Taylor & Francis | Abingdon, Oxon ; : Routledge,
    Details
    UID:
    almafu_9960055306302883
    Format: 1 online resource (xi, 158 pages)
    ISBN: 1-00-321806-7 , 1-000-57171-8 , 1-000-57165-3 , 1-003-21806-7
    Series Statement: Routledge research in education
    Content: 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 well-being. 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.
    Note: English
    Additional Edition: ISBN 1-03-211020-1
    Language: English
    DOI: 10.4324/9781003218067
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Open Access Request
    HU Berlin
    FU Berlin
    Charité
  • 2
    Online Resource
    Online Resource
    Equity, teaching practice and the curriculum : exploring differences in access to knowledge (2022)
    London ; New York : Routledge, Taylor & Francis Group
    Details
    UID:
    b3kat_BV047854663
    Format: 1 Online-Ressource (xi, 158 Seiten) , Diagramme
    ISBN: 9781003218067
    Series Statement: Routledge research in education
    Additional Edition: Erscheint auch als Druck-Ausgabe, hardback ISBN 978-1-032-11020-2
    Additional Edition: Erscheint auch als Druck-Ausgabe, paperback ISBN 978-1-032-11021-9
    Language: English
    Subjects: Education
    RVK:
    DP 1348
    Keywords: Schweden ; Curriculum ; Aufsatzsammlung
    DOI: 10.4324/9781003218067
    URL: Volltext  (kostenfrei)
    URL: Volltext  (kostenfrei)
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Fulltext
    Fulltext
    EUV Frankfurt
    BTU Cottbus
  • 3
    Online Resource
    Online Resource
    Equity, teaching practice and the curriculum : exploring differences in access to knowledge (2022)
    Abingdon, Oxon : Routledge
    Details
    UID:
    gbv_1805734199
    Format: 1 Online-Resource (xi, 158 Seiten) , Illustrationen
    Edition: first published 2022
    ISBN: 9781003218067 , 1003218067 , 9781000571653 , 1000571653 , 9781000571714 , 1000571718
    Series Statement: Routledge research in education
    Content: 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 well-being. 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.
    Note: Index: Seite 156-158
    Additional Edition: ISBN 1032110201
    Additional Edition: ISBN 9781032110202
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 1032110201
    Language: English
    Keywords: Schweden ; Curriculum ; Chancengleichheit ; Bildungspolitik ; Demokratie ; Lehren ; Lehrerbildung
    DOI: 10.4324/9781003218067
    URL: kostenfrei
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Open Access Request
    Stabi Berlin
    MPI Bildungsforschung
  • 4
    Online Resource
    Online Resource
    Equity, Teaching Practice and the Curriculum : Exploring Differences in Access to Knowledge (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    UID:
    gbv_1794553304
    Format: 1 Online-Ressource (168 p.)
    ISBN: 9781003218067 , 9781000571653 , 9781032110219 , 9781032110202 , 9781003218067
    Series Statement: Routledge Research in Education
    Content: 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
    Note: English
    Language: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Stabi Berlin
    UB Potsdam
  • 5
    Online Resource
    Online Resource
    Equity, Teaching Practice and the Curriculum : Exploring Differences in Access to Knowledge (2022)
    [S.l.] :Taylor & Francis,
    Details
    UID:
    kobvindex_HPB1300792468
    Format: 1 online resource
    ISBN: 9781003218067 , 1003218067
    Note: Title from content provider.
    Language: Undetermined
    Keywords: Electronic books.
    URL: https://library.oapen.org/handle/20.500.12657/52662
    URL: Click here to view book
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    HPol Brandenburg
  • 6
    Online Resource
    Online Resource
    Equity, teaching practice and the curriculum : exploring differences in access to knowledge (2022)
    Taylor & Francis | Abingdon, Oxon ; : Routledge,
    Details
    UID:
    edoccha_9960055306302883
    Format: 1 online resource (xi, 158 pages)
    ISBN: 1-00-321806-7 , 1-000-57171-8 , 1-000-57165-3 , 1-003-21806-7
    Series Statement: Routledge research in education
    Content: 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 well-being. 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.
    Note: English
    Additional Edition: ISBN 1-03-211020-1
    Language: English
    DOI: 10.4324/9781003218067
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Open Access Request
    Charité
  • 7
    Online Resource
    Online Resource
    Equity, teaching practice and the curriculum : exploring differences in access to knowledge (2022)
    Taylor & Francis | Abingdon, Oxon ; : Routledge,
    Details
    UID:
    edocfu_9960055306302883
    Format: 1 online resource (xi, 158 pages)
    ISBN: 1-00-321806-7 , 1-000-57171-8 , 1-000-57165-3 , 1-003-21806-7
    Series Statement: Routledge research in education
    Content: 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 well-being. 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.
    Note: English
    Additional Edition: ISBN 1-03-211020-1
    Language: English
    DOI: 10.4324/9781003218067
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Open Access Request
    FU Berlin
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