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  • 1
    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
    Library Location Call Number Volume/Issue/Year Availability
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  • 2
    Online Resource
    Online Resource
    London ; New York : Routledge, Taylor & Francis Group
    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:
    Keywords: Schweden ; Curriculum ; Aufsatzsammlung
    URL: Volltext  (kostenfrei)
    URL: Volltext  (kostenfrei)
    Library Location Call Number Volume/Issue/Year Availability
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  • 3
    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
    Library Location Call Number Volume/Issue/Year Availability
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  • 4
    Online Resource
    Online Resource
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    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
    Library Location Call Number Volume/Issue/Year Availability
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  • 5
    UID:
    kobvindex_HPB1300792468
    Format: 1 online resource
    ISBN: 9781003218067 , 1003218067
    Note: Title from content provider.
    Language: Undetermined
    Keywords: Electronic books.
    Library Location Call Number Volume/Issue/Year Availability
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  • 6
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
  • 7
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
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