000 | 03190cam a2200517Ii 4500 | ||
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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 |
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020 |
_a9781003218067 _qelectronic book |
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020 |
_a1003218067 _qelectronic book |
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020 |
_a9781000571653 _q(electronic bk. : PDF) |
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020 |
_a1000571653 _q(electronic bk. : PDF) |
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020 |
_a9781000571714 _q(electronic bk. : EPUB) |
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020 |
_a1000571718 _q(electronic bk. : EPUB) |
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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 |
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337 |
_acomputer _bc _2rdamedia |
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338 |
_aonline resource _bcr _2rdacarrier |
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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 |