000 03190cam a2200517Ii 4500
001 9781003218067
003 FlBoTFG
005 20240514060403.0
006 m o d
007 cr cnu---unuuu
008 211102t20222022enka ob 001 0 eng d
040 _aOCoLC-P
_beng
_erda
_cOCoLC-P
020 _a9781003218067
_qelectronic book
020 _a1003218067
_qelectronic book
020 _a9781000571653
_q(electronic bk. : PDF)
020 _a1000571653
_q(electronic bk. : PDF)
020 _a9781000571714
_q(electronic bk. : EPUB)
020 _a1000571718
_q(electronic bk. : EPUB)
020 _z1032110201
020 _z9781032110202
024 7 _a10.4324/9781003218067
_2doi
035 _a(OCoLC)1281773575
035 _a(OCoLC-P)1281773575
050 4 _aLC213
_b.E98 2022
072 7 _aEDU
_x007000
_2bisacsh
072 7 _aEDU
_x029000
_2bisacsh
072 7 _aJNT
_2bicssc
082 0 4 _a379.2/6
_223
245 0 0 _aEquity, teaching practice and the curriculum :
_bexploring differences in access to knowledge /
_cedited by Ninni Wahlstrom.
264 1 _aAbingdon, Oxon ;
_aNew York, NY :
_bRoutledge,
_c2022.
264 4 _c©2022
300 _a1 online resource (xi, 158 pages)
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
490 1 _aRoutledge research in education
520 _aThis 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.
588 _aOCLC-licensed vendor bibliographic record.
650 0 _aEducational equalization.
650 7 _aEDUCATION / Curricula
_2bisacsh
650 7 _aEDUCATION / Teaching Methods & Materials / General
_2bisacsh
700 1 _aWahlström, Ninni,
_eeditor.
856 4 0 _3Taylor & Francis
_uhttps://www.taylorfrancis.com/books/9781003218067
_aTaylor & Francis
856 4 0 _3Taylor & Francis
_uhttps://www.taylorfrancis.com/books/9781003218067
856 4 2 _3OCLC metadata license agreement
_uhttp://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
999 _c55348
_d55348