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The Resource Curriculum for High Ability Learners : Issues, Trends and Practices

Curriculum for High Ability Learners : Issues, Trends and Practices

Label
Curriculum for High Ability Learners : Issues, Trends and Practices
Title
Curriculum for High Ability Learners
Title remainder
Issues, Trends and Practices
Creator
Contributor
Subject
Language
eng
Member of
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Series statement
Education Innovation Ser
Curriculum for High Ability Learners : Issues, Trends and Practices
Label
Curriculum for High Ability Learners : Issues, Trends and Practices
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4774065
Publication
Copyright
Related Contributor
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Related Agents
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Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Series Editors' Foreword -- Foreword -- Acknowledgements -- Contents -- About the Authors and Contributors -- Authors -- Contributors -- Reclaiming the Curriculum -- References -- Theory, Research and Conceptions of Curriculum for High Ability Learners: Key Findings, Issues and Debates -- Introduction -- Concept-Based Curriculum and Meeting the Needs of High Ability Learners -- Knowledge: Concepts, Forms and Processes -- Knowledge and Disciplinarity -- Conceptual Thinking and Achieving Deeper Learning -- Dialogic Teaching and Knowledge Co-construction for Conceptual Thinking -- Students' Views About Knowledge and Learning Concepts -- Conclusion -- References -- Concept-Based Curriculum and the Teacher: Galvanising Teacher Agency -- Introduction -- Teacher-Developed Curriculum, Deeper Knowledge and the High Ability Learner -- Concept-Focused Learning and the High Ability Learner's Needs -- Developing Concept-Based Curriculum Galvanises Teacher Agency -- Conceptualisations of Teacher Agency: Focusing on Promoting Deeper Learning -- Teaching and Learning Conceptually: A Deleuzian Perspective -- Enhanced Teacher Agency in Concept-Based Curriculum Development -- Concept-Based Curricula Development Sparks Teacher Agency: A Case Study -- Implications: Improvements in Teacher Expertise and Student Learning -- References -- Designing and Implementing Concept-Based Curriculum -- Introduction -- Rationale for a Concept-Based Curriculum -- Key Issues and Challenges -- Choice of Concepts -- Conceptual Understandings -- Assessment -- Teacher Implementation -- Considerations and Recommendations -- Conceptual Understandings -- Fidelity -- Professional Development -- Conclusion -- References -- Concept-Based Curriculum Design and Practice in the United States -- An Introduction: Why Does Concept-Based Curriculum Matter?
  • Concept-Based Curriculum Models and Efficacy -- Why a Concept-Based Curriculum in US Classrooms? -- Models for Concept Development and the Efficacy of Use -- Designing a Concept-Based Curriculum -- How Do Educators Design a Concept-Based Curriculum? -- Key Considerations -- Strategies to Help Link Concepts Across Multiple Disciplines -- Introducing Concepts in Practical Ways -- Strategies for Building Greater Sophistication of Conceptual Understanding -- Concept-Based Teacher Barriers in the United States -- What Can Leaders Do to Support the Institution of a Concept-Based Approach to Student Learning? -- References -- Concept-Based Curriculum: An Australian Experience -- Introduction -- Defining Concept-Based Curriculum in the Australian Context -- Situating Concept-Based Curriculum Within Australian Curriculum Frameworks -- What Does the Research Indicate? -- Teachers' Beliefs and Perceptions of Concept-Based Curriculum Design -- Primary Schools -- Secondary Experiences -- Challenges and Issues -- Assessment -- Whole-School Approach -- Disciplinary Knowledge and Pragmatics -- A Dialogic Pedagogy -- Moving Forward: Recommendations -- Conclusion -- References -- Developing Science Curriculum for Gifted Learners in South Korea -- Background of Curriculum Development in Gifted Education in Korea -- Concept-Based Curriculum in Science Education and Thoughts for Science Gifted Education -- Practices of Concept-Based Curriculum in Science Gifted Education -- Examples of Concept-Based Lessons in Science Gifted Education Programmes -- Some Reflections and Issues with Concept-Based Curriculum in the Korean Context -- References -- Leading a Radical Shift in the Education of High Ability Learners -- Introduction -- The Innovation Begins in National Junior College: A Case Study -- The Genesis -- Phases of Programme Development -- Programme Structure
  • Assessment of Learning Outcomes and Curriculum Evaluation -- Leading the Change -- Issues and Challenges -- Selection of Teachers -- Curriculum Design and Development -- Teaching Load -- Staffing -- Selection of Students -- Funding -- Some Useful Tips: 3P + 3S Formula -- Conclusion -- Annex 1 -- Marketing Strategies and Tactics -- Strategies -- Tactics -- References -- Designing a Concept-Based Curriculum: The Raffles Girls' School (RGS) Experience -- Introduction -- What Is a Concept-Based Curriculum? -- Changing Contexts, Changing Curriculum -- RGS: Background -- Why Did RGS Embark on a Concept-Based Curriculum? -- Getting Started: Change Processes -- Redesign Curriculum Documents -- Develop Capacities -- Review Practices -- Challenges Faced -- Sustainability of a Concept-Based Curriculum: Factors -- Whole-School Approach -- Leadership -- Teacher Efficacy Through Collaboration -- Conclusion -- References -- Concept-Based Instruction in English: Issues and Challenges -- The English Language in Singapore -- Concept-Based Instruction in English -- The Reality of High-Stakes Examinations -- A Concept-Based Curriculum for Enhancing Performance -- Concept-Based Curriculum as a Feature of Educational Differentiation -- The Place for a Concept-Based Curriculum as a Feature of All Thinking Classrooms -- The Consideration of Bloom's Taxonomy -- Concepts and Conceptual Themes -- A Concept-Based Sample in the English Classroom -- Assessing Concept-Based Curriculum and Its Implications -- Significance of a Concept-Based Curriculum for Students and Educators -- Challenges Faced in Philosophy and Implementation -- Issues in the Implementation of a Concept-Based Curriculum -- Teacher Belief and Motivation -- Administrative and Leadership Support -- My Reflections on Implementing a Concept-Based Curriculum -- Student Performance and Achievement -- Student Profile
  • Expanding the Student Impact -- The Professional Community -- Sustainability Concerns -- Conclusion -- References -- Processes and Issues in Concept-Based Curriculum for the Humanities -- Introduction -- The Context -- Concept-Based Curriculum in Geography -- From Theory to Practice -- An Eclectic Approach to Concept-Based Curriculum Frameworks -- Essential Understandings and Generalisations -- An Example: A Concept-Based Unit in Geography -- Critical Content and Key Skills -- Topic and Developing Concepts for Deeper Learning -- Graphic Organisers -- Developing Generalisations for the Unit -- Tools for Conceptual Understanding -- Benefits of Concept-Based Curriculum -- Implications of a Concept-Based Curriculum -- Need for Suitable Teacher Training -- Need for Adjustment of Teachers' Mindset -- Need for the Recognition of Challenges in the Curriculum-{u00AD}Writing Process -- Need for a Refocus on the Learning Process Instead of Merely Examination Excellence -- Conclusion -- References -- Working with Concept-Based Curricula for Mathematics -- Objective -- Background -- Understanding the Structure of Mathematical Knowledge -- Modern Views on Mathematical Knowledge for Teaching -- Mathematics Education in Singapore -- Challenges to Delivering a Concept-Based Curriculum -- Concept-Based Learning in the Mathematics Classroom: Tools for the Teacher -- Tool 1: Teaching Mathematics Conceptually -- Tool 2: Use of Conceptual Lens -- Tool 3: Use of Socratic Questioning to Test Mathematical Understanding -- Tool 4: Assessing Mathematical Understanding Through Formative Means -- Reflections of a Concept-Based Teaching and Learning Practitioner -- References -- Processes and Issues in Concept-Based Curriculum for Science -- Introduction -- Developing an Understanding of Scientific Concepts -- Concept-Based Instruction and Curriculum
  • A Concept-Based Approach to Science Curriculum -- Concept-Based Teaching and Learning of Science -- Example of Concept-Based Teaching: The Concept of Chemical Bonds -- Another Example of Concept-Based Teaching: Mental Models of Chemical Bonding -- Using Questioning as an Instructional Strategy for Concept-{u00AD}Based Teaching -- Concept-Building Activities: Conceptual Change and Misconceptions -- Making Chemistry Relevant -- Concept-Based Biology Education: Preparing for a New Biology for the Twenty-First Century -- Concept Maps and Meaningful Learning in Biology -- Learning Biology Conceptually: Real-World Scenarios -- Challenges of Concept-Based Approach: Meeting Student Needs -- Challenges of Concept-Based Approach: Assessing Learning Outcomes -- Making Connections with Gifted and Talented Learners and Science Education -- References -- Curriculum Evaluation -- What Is Curriculum? -- What Is Evaluation? What Is Curriculum Evaluation? -- Objectives, Goals, Philosophy and Rationales for Conducting Curriculum Evaluation for Schools -- What Are the Criteria in Evaluating Concept-Based Curriculum? -- Questions About the Concept-Based Curriculum -- Macro Documents -- Philosophy/Rationale -- Content -- Process -- Assessments and Products -- Suggested Process Used to Evaluate Concept-Based Curriculum -- Who Does the Evaluation? -- Communicating the Evaluation Findings -- What Are the Intended Outcomes? How Do Schools Make Use of the Outcomes of Evaluation? -- Issue in Evaluating Concept-Based Curriculum: Conceptual Teaching and High-Stakes Test -- References -- Lessons Learned from Developing and Implementing the Concept-Based Curriculum -- Curriculum Perspectives and Teacher Knowledge -- Complexities in Deliberating Curriculum and Situated Learning -- Lessons Learned from Developing and Using Concept-Based Curriculum
  • School Level: Strategic Direction for Curriculum Innovation and Changed Practice
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unknown
http://library.link/vocab/discovery_link
{'f': 'http://opac.lib.rpi.edu/record=b4387190'}
Extent
1 online resource (264 pages)
Form of item
online
Isbn
9789811026973
Media category
computer
Media MARC source
rdamedia
Media type code
c
Sound
unknown sound
Specific material designation
remote

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