2009, ISBN: 3639176251

[EAN: 9783639176254], Neubuch, [PU: VDM Verlag Dr. Müller], nach der Bestellung gedruckt Neuware -In Saskatchewan, research-based evidence demonstrates the provincial curriculum-as-plan i… More...

[EAN: 9783639176254], Neubuch, [PU: VDM Verlag Dr. Müller], nach der Bestellung gedruckt Neuware -In Saskatchewan, research-based evidence demonstrates the provincial curriculum-as-plan is not necessarily realized in practice. While contributing to an understanding of how teachers interpret curriculum in their practice, the author explores ways to facilitate such study with teachers. This qualitative study explores how four teachers interpret the provincial arts education curriculum. The author used Gadamer''s (1975) philosophical hermeneutics as a conceptual frame to explore how teachers interpret the curriculum. In the ecological space between the provincial arts education curriculum (i.e., the curriculum-as-plan) and the curriculum that was brought to life by the teachers and the students (i.e., the curriculum-as- lived), new tentative understanding emerged. Based on the results of this study, the author claims there are at least four conditions that influence teachers'' interpretations of curriculum. To assist in illuminating these conditions, a heuristic is presented in the final chapter of the book. Educators and educational policy makers interested in exploring how curriculum theory relates to classroom practice will find this book to be of interest. 160 pp. Englisch, Books<

2009, ISBN: 9783639176254

[ED: Softcover], [PU: VDM Verlag Dr. Müller], In Saskatchewan, research-based evidence demonstrates the provincial curriculum-as-plan is not necessarily realized in practice. While contri… More...

[ED: Softcover], [PU: VDM Verlag Dr. Müller], In Saskatchewan, research-based evidence demonstrates the provincial curriculum-as-plan is not necessarily realized in practice. While contributing to an understanding of how teachers interpret curriculum in their practice, the author explores ways to facilitate such study with teachers. This qualitative study explores how four teachers interpret the provincial arts education curriculum. The author used Gadamer''s (1975) philosophical hermeneutics as a conceptual frame to explore how teachers interpret the curriculum. In the ecological space between the provincial arts education curriculum (i.e., the curriculum-as-plan) and the curriculum that was brought to life by the teachers and the students (i.e., the curriculum-as- lived), new tentative understanding emerged. Based on the results of this study, the author claims there are at least four conditions that influence teachers'' interpretations of curriculum. To assist in illuminating these conditions, a heuristic is presented in the final chapter of the book. Educators and educational policy makers interested in exploring how curriculum theory relates to classroom practice will find this book to be of interest. 2009. 160 S. 220 mm Versandfertig in 6-10 Tagen, DE, [SC: 0.00], Neuware, gewerbliches Angebot, Offene Rechnung (Vorkasse vorbehalten)<

ISBN: 9783639176254

In Saskatchewan, research-based evidence demonstrates the provincial curriculum-as-plan is not necessarily realized in practice. While contributing to an understanding of how teachers int… More...

In Saskatchewan, research-based evidence demonstrates the provincial curriculum-as-plan is not necessarily realized in practice. While contributing to an understanding of how teachers interpret curriculum in their practice, the author explores ways to facilitate such study with teachers. This qualitative study explores how four teachers interpret the provincial arts education curriculum. The author used Gadamer''s (1975) philosophical hermeneutics as a conceptual frame to explore how teachers interpret the curriculum. In the ecological space between the provincial arts education curriculum (i.e., the curriculum-as-plan) and the curriculum that was brought to life by the teachers and the students (i.e., the curriculum-as- lived), new tentative understanding emerged. Based on the results of this study, the author claims there are at least four conditions that influence teachers'' interpretations of curriculum. To assist in illuminating these conditions, a heuristic is presented in the final chapter of the book. Educators and educational policy makers interested in exploring how curriculum theory relates to classroom practice will find this book to be of interest. Bücher, Hörbücher & Kalender / Bücher / Sachbuch / Pädagogik, [PU: VDM Verlag Dr. Müller, Saarbrücken]<

ISBN: 9783639176254

*Shifting Horizons of Understanding* - How Teachers Interpret Curriculum in Their Practice / Taschenbuch für 58.99 € / Aus dem Bereich: Bücher, Wissenschaft, Pädagogik Medien > Bücher nei… More...

*Shifting Horizons of Understanding* - How Teachers Interpret Curriculum in Their Practice / Taschenbuch für 58.99 € / Aus dem Bereich: Bücher, Wissenschaft, Pädagogik Medien > Bücher nein Buch (kartoniert) Hardcover;Geisteswissenschaften, Kunst, Musik;Pädagogik, VDM Verlag Dr. Müller<

ISBN: 3639176251

Shifting Horizons of Understanding ab 58.99 € als Taschenbuch: How Teachers Interpret Curriculum in Their Practice. Aus dem Bereich: Bücher, Wissenschaft, Pädagogik, Medien > Bücher, VDM … More...

Shifting Horizons of Understanding ab 58.99 € als Taschenbuch: How Teachers Interpret Curriculum in Their Practice. Aus dem Bereich: Bücher, Wissenschaft, Pädagogik, Medien > Bücher, VDM Verlag Dr. Müller<