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UID:

Format: 1 Online-Ressource (xii, 424 Seiten) , Illustrationen

ISBN: 9783030200626

Note: Literaturangaben

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-030-20061-9

Language: English

Subjects: Education

Keywords: Lehrerfortbildung ; Curriculumplanung ; Kooperation ; Aufsatzsammlung

DOI: 10.1007/978-3-030-20062-6

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Format: 1 online resource (XII, 424 p. 13 illus.)

Edition: 1st ed. 2019.

ISBN: 3-030-20062-0

Content: This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co-)design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change. Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation.

Note: Foreword -- Section One: Setting the Scene for Curriculum Innovation -- Section Two: Analysis -- Section Three: Design and Implementation -- Section Four: Impact on Students, Teachers and Institutional Practices -- Section Five: Sustainability of Curriculum Innovations -- Section Six: Conclusions and Perspectives. . , English

Additional Edition: ISBN 3-030-20061-2

Language: English

DOI: 10.1007/978-3-030-20062-6

UID:

Format: 1 online resource (425 pages)

Edition: 1st ed.

ISBN: 9783030200626

Note: Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning -- Preface -- Contents -- Contributors -- Part I: Setting the Scene for Curriculum Innovation: Editorial Introduction -- Curriculum Innovation: A Function of Collaborative Curriculum Design and Teacher's Professional Development -- Chapter 1: Collaborative Curriculum Design in Teacher Teams: Foundations -- Introduction -- Roles for Teachers in Approaches to Curriculum Design -- The Interaction Between Teachers and Curriculum Materials -- Theoretical Conceptions Underpinning Collaborative Curriculum Design in Teacher Teams -- This Book -- References -- Chapter 2: Classic Design of Curriculum Innovations: Investigation of Teacher Involvement in Research, Development, and Diffusion -- Introduction -- Theoretical Underpinnings -- Characterizing the Research-Development-Diffusion Model -- A Framework for Analysing Research and Practice Relationships -- Participants' Roles in RD& -- D-Based Projects -- Types of Knowledge Informing Curriculum Design -- Diffusion -- Methods -- Selection of Projects -- Data Analysis -- Findings -- Characteristics of the Projects Included in the Review -- Participants' Roles -- Sources of Knowledge Used to Inform the Design Process -- Diffusion Activities -- Teacher Ownership -- Awareness -- Professional Development and Support -- Discussion -- References -- Chapter 3: Teachers as Co-designers: Scientific and Colloquial Evidence on Teacher Professional Development and Curriculum Innovation -- Introduction -- Theoretical Background -- Method -- Results: The Colloquial Corpus -- Characteristics of the Design Teams -- Characteristics of the Design Process -- Effects on Teachers' Professional Development -- Effects on Curriculum Enactment -- Results: The Scientific Corpus -- Characteristics of the Design Teams. , Characteristics of the Design Process -- Effects on Teachers' Professional Development -- Effects on Curriculum Enactment -- Conclusion -- Discussion -- References -- References of the Studies Included in the Review -- Professional Papers -- Scientific Papers -- Chapter 4: Teacher Design Teams for School-Wide Curriculum Development: Reflections on an Early Study -- Introduction -- Teacher Design Teams: A Scenario for School-Based Curriculum Renewal -- School-Based Curriculum Development and Teacher Development -- Teachers as Learners and Designers -- Importance of Teacher Collaboration in Curriculum Development -- The Phenomenon of Teacher Design Teams -- Curriculum Development by TDTs -- Curriculum Development and School Organization Development -- Encouraging School Culture -- Suitable School Structure -- Powerful Support for Teacher Design Teams -- Conclusion: Teacher Design Teams as Propelling Force for Integrated School-Wide Curriculum Development -- Implementation Study -- Introduction to the Pilot Site -- Research Design -- Main Findings -- Characteristics of the TDTs and Team Development -- Curriculum Development Within the TDTs -- Teacher Development and Learning Experiences -- School Organization Development -- External Support -- Conclusions of the Implementation Study -- Characteristics of TDTs -- Teacher Development -- Curriculum Development -- School Organization Development -- Reflections After More Than a Decade of TDT-Related Studies -- Trends in TDT Approaches -- Way Forward: Teacher Design Teams in the Context of Recent Curriculum Policy -- References -- Chapter 5: Culturally Sensitive Curriculum Development -- Introduction -- Cultural Diversity in International Cooperation -- Culture in Educational Reform -- Challenges to Accounting for Culture in Curriculum Development. , International Cooperation, Culture, and Curriculum Development -- Research Question -- Design of the Studies -- Development of a Framework -- Single-Case Study -- Multiple-Case Study -- Main Findings -- Conclusion and Discussion -- Conceptual Framework: Additions and Changes? -- Culture and Curriculum Development in International Cooperation Projects: Outcomes and Guidelines -- Curriculum Development Activities -- Conditions for Curriculum Development -- Outcomes of Curriculum Development -- Recommendations -- Application of the Conceptual Framework -- Importance of Curriculum Development Activities and Conditions -- Involvement of Local Stakeholders, Experts, and Researchers -- References -- Part II: Analysis: Editorial Introduction -- Needs Analysis and Assessment: A Prerequisite for Adoption and Implementation -- Chapter 6: Improving Student Internship Through Collaborative Curriculum Design: Needs and Context Analysis to Inform the Design Process -- Introduction -- Context of the Study -- Theoretical Underpinnings -- Conceptualisation of Student Internship Practices -- Designing for Curriculum Quality -- The Study -- Research Purpose and Method -- Data Collection -- Main Findings -- Reflections -- References -- Chapter 7: Identifying Needs for Support to Enhance Teachers' Curriculum Design Expertise -- Introduction -- Aim of the Study -- Conceptual Framework -- Design Expertise -- Specific Design Expertise -- Subject Matter Knowledge -- Pedagogical Content Knowledge -- Curriculum Design Expertise -- Developing Curriculum Design Expertise Through TDTs -- Support to Enhance Teachers' Design Expertise -- Research Question -- Method -- Procedure and Participants -- Instruments -- Data Analysis -- Main Findings -- Curriculum Design Expertise -- Pedagogical Content Knowledge -- Curriculum Consistency Expertise -- Reflections -- Teachers as Designers. , Curriculum Design Expertise -- Developing Curriculum Design Expertise -- Working in TDTs -- External Support -- Curriculum Design Expertise of Facilitators -- References -- Chapter 8: Developing TPACK in Science and Mathematics Teacher Education in Tanzania: A Proof of Concept Study -- The Development of ICT in Education in Tanzania -- Theoretical Underpinnings -- Technology in Science and Mathematics Education -- Technological Pedagogical Content Knowledge (TPACK) -- Collaborative Design in Teams -- The Support -- Research Question -- Method -- Findings -- Conclusion and Discussion -- References -- Part III: Design and Implementation: Editorial Introduction -- Curriculum Design: Teacher's Involvement -- Chapter 9: Collaborative Curriculum Development in Teacher Design Teams -- Introduction -- School-Based and School-Wide Curriculum Reform -- Teacher Teams in Curriculum Reform -- School-Based and School-Wide Curriculum Reform in Lower Secondary Education in the Netherlands -- Defining Teacher Design Teams -- Research Questions -- Method -- Main Findings -- How TDTs Addressed and Carried Out Their Development Work -- Conducive or Hindering Activities -- Conditions at School Level -- Overall Conclusions -- The Process of Curriculum Development -- Conducive Activities and Conditions -- Discussion -- References -- Chapter 10: Implementation Activities in Design Teams: Opportunities to Demonstrate and Acquire Design Expertise -- Introduction -- Curriculum Implementation and Evaluation Expertise -- Research Design -- Case Selection -- Data Collection -- Data Analysis -- Main Findings -- Teachers' Classroom Implementation and Evaluation Activities -- TDTs' Implementation and Evaluation Activities and Corresponding Experiences -- Conclusion and Discussion -- References. , Chapter 11: Human and Blended Support to Assist Learning About ICT Integration in (Pre-service) Teacher Design Teams -- Introduction -- Background -- ICT Integration in Education -- Technological Pedagogical Content Knowledge (TPACK) -- Learning ICT by Design and Design Teams -- Research Context -- Research Approach -- Design-Based Research -- Research Questions -- Intervention -- Data Collection and Analysis -- Main Findings -- First Iteration: TPACK and Teacher Design Teams -- Second Iteration: Blended Support for Learning -- Conclusion -- References -- Chapter 12: Facilitator and Peer Support in Collaborative Curriculum Design -- Introduction -- Theoretical Underpinnings -- Communicative Language Teaching (CLT) -- Mentoring and Peer Coaching as Strategies of Professional Development -- The Collaborative Professional Development Program (CPDP) -- Research Questions -- Methods -- Participants -- Facilitators -- Teachers -- Students -- Instruments -- Data Analysis -- Findings -- Change in Teaching Practice -- FSTs' Changes in Practice -- PSTs' Changes in Practice -- Student Learning Gains -- Students Taught by FSTs -- Students Taught by PSTs -- Teacher Learning Gains -- FSTs' CLT Learning Gains -- PSTs' CLT Learning Gains -- Conclusions and Discussions -- References -- Part IV: Impact on Students, Teachers and Institutional Practices: Editorial Introduction -- Curriculum Design: Impact on Students, Teachers, and Institutions -- Chapter 13: Teacher Learning in Collaborative Professional Development: Changes in Teacher and Student Practices -- Introduction -- Collaborative Professional Development Program -- Interconnected Model of Professional Growth (IMPG) -- Methods -- Design -- Participants -- Instruments -- Data Analysis -- Main Findings -- Teachers' Changes in CLT Practices -- Students' Change in Learning Experiences -- Teachers' Learning Gains. , Teachers' Learning from the Seminar.

Additional Edition: Print version: Pieters, Jules Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning Cham : Springer International Publishing AG,c2019 ISBN 9783030200619

Language: English

Keywords: Electronic books.

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URL: lizenzpflichtig

UID:

Format: 1 online resource (xii, 424 pages) : , illustrations

ISBN: 9783030200626 , 3030200620

Content: This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co- )design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change. Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation.

Note: Foreword -- Section One: Setting the Scene for Curriculum Innovation -- Section Two: Analysis -- Section Three: Design and Implementation -- Section Four: Impact on Students, Teachers and Institutional Practices -- Section Five: Sustainability of Curriculum Innovations -- Section Six: Conclusions and Perspectives.

Language: English

DOI: 10.1007/978-3-030-20

URL: ProQuest Ebook Central

URL: SpringerLink

UID:

Format: 1 online resource (XII, 424 p. 13 illus.)

Edition: 1st ed. 2019.

ISBN: 3-030-20062-0

Content: This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co-)design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change. Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation.

Note: Foreword -- Section One: Setting the Scene for Curriculum Innovation -- Section Two: Analysis -- Section Three: Design and Implementation -- Section Four: Impact on Students, Teachers and Institutional Practices -- Section Five: Sustainability of Curriculum Innovations -- Section Six: Conclusions and Perspectives. . , English

Additional Edition: ISBN 3-030-20061-2

Language: English

DOI: 10.1007/978-3-030-20062-6

UID:

Format: 1 online resource (XII, 424 p. 13 illus.)

Edition: 1st ed. 2019.

ISBN: 3-030-20062-0

Content: This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co-)design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change. Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation.

Note: Foreword -- Section One: Setting the Scene for Curriculum Innovation -- Section Two: Analysis -- Section Three: Design and Implementation -- Section Four: Impact on Students, Teachers and Institutional Practices -- Section Five: Sustainability of Curriculum Innovations -- Section Six: Conclusions and Perspectives. . , English

Additional Edition: ISBN 3-030-20061-2

Language: English

DOI: 10.1007/978-3-030-20062-6

UID:

Format: XII, 424 p. 13 illus. , online resource.

Edition: 1st ed. 2019.

ISBN: 9783030200626

Content: This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co-)design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change. Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation.

Note: Foreword -- Section One: Setting the Scene for Curriculum Innovation -- Section Two: Analysis -- Section Three: Design and Implementation -- Section Four: Impact on Students, Teachers and Institutional Practices -- Section Five: Sustainability of Curriculum Innovations -- Section Six: Conclusions and Perspectives. .

In: Springer eBooks

Additional Edition: Printed edition: ISBN 9783030200619

Additional Edition: Printed edition: ISBN 9783030200633

Additional Edition: Printed edition: ISBN 9783030200640

Language: English

DOI: 10.1007/978-3-030-20062-6

URL: https://doi.org/10.1007/978-3-030-20062-6