Concerned with pedagogy and the learning achievement of both girls and boys, this book examines international trends in subject performance throughout schooling and looks critically at a range of interventions in difference contexts and countries, all aimed at enhancing equity in schools and higher education institutions.; The book argues that pedagogy can not be isolated from the overarching gender-education system. What can be done, it claims, is that teachers can be provided with a range of pedagogic strategies which can be used to make education, as it is experienced by students and reflected in their achievements, more just.

Concerned with pedagogy and the learning achievement of both girls and boys, this book examines international trends in subject performance throughout schooling and looks critically at a range of interventions in difference contexts and countries, all aimed at enhancing equity in schools and higher education institutions.; The book argues that pedagogy can not be isolated from the overarching gender-education system. What can be done, it claims, is that teachers can be provided with a range of pedagogic strategies which can be used to make education, as it is experienced by students and reflected in their achievements, more just.

Concerned with pedagogy and the learning achievement of both girls and boys, this book examines international trends in subject performance throughout schooling and looks critically at a range of interventions in difference contexts and countries, all aimed at enhancing equity in schools and higher education institutions.; The book argues that pedagogy can not be isolated from the overarching gender-education system. What can be done, it claims, is that teachers can be provided with a range of pedagogic strategies which can be used to make education, as it is experienced by students and reflected in their achievements, more just.

By examining ideas about learning that transcend typical boundaries, such as school/workplace or home/school, this book emphasies the socially negotiated and embedded nature of meaning-making and how learners learn to use the cognitive tools of their cultural community through participation in social activity. The editors argue that this is the means by which individual agency is extended and learners' identities, as forms of competency, are transformed.

The book locates sociocultural understanding in a wide theoretical frame and demonstrates its implications for learning and assessment generally, covering a range of educational and workplace setttings. The contributions challenge ways of understanding learning and thinking about practice, both teaching and assessment.

Drawing on the international literature, this book is essential reading for students of curriculum, learning and assesment in all sectors from pre-primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will be of interest to a range of professionals involved with curriculum, learning and the practice of teaching and assessment.

It is also relevant to those in work-based and professional education and training, and informal educational settings. A unique collection in a field that is underrepresented, it will also be of interest to an acadmeic audience.

This book foregrounds pedagogy in a way that challenges readers to reflect on themselves as teachers and learners, and to be reflexive about their own practices and contexts. Learning involves a transformation of identity which occurs through negotiation and repositioning, through new ways of relating, and through different ways of participating in practices. This book examines the meaning and implications for pedagogy in educational and workplace settings, and the role of the teacher in this sociocultural view of learning. By illustrating the mediated nature of agency and identity, the chapters (re)conceptualise the teacher and the learner and show different ways of supporting learning and being a teacher.

The settings represented range from nursery to university and from out-of-school to insitutionally-based and work place situations. Curricular aspects represented include popular culture, critical literacy, multimodality, the arts, and new technologies. Teachers and student teachers, as learners, are also represented in the accounts assembled.

The book takes a sociocultural view of learning and considers the pedagogical implications of this view. It explores different meanings of pedagogy and considers notions of cultural bridging and the processess of transforming identities.

The contributions challenge ways of thinking about practice, both teaching and assessment, and argue for practices that bridge between learners' worlds, their communities and educational institutions.

Drawing on the international literature, this book will be essential reading for students of curriculum learning and assessment in all sectors from pre-primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will also be of interest to a wide range of professionals involved with curriculum, learning and the practice of teaching and assessment.

This book is relevant to those in work-based and professional education and training, and in informal educational settings, as well as traditional educational institutions at all levels. A unique collection in a field that is underrepresented, it will also be of interest to an academic audience.

Longstanding cultural heritages about the nature of knowledge continue to dominate Western education. Yet the ways of knowing represented through teaching and workplace practices, including assessment, and their relationship to views of learning, are often ignored in debates about learning. This book provides a rich collection of readings that challenge traditional understandings of knowledge and the view of mind that underpins them. It offers socioculturally informed alternatives and tools for innovating change and transforming practice that value different ways of knowing, embracing those that learners bring to educational and workplace settings.

The book takes forward thinking about curriculum in a number of unique and important ways. It adopts a relational view of learning and knowledge, covers educational and workplace learning, and examines knowledge from a sociocultural perspective where learner identities are conceived as forms of competency or knoweldge. It presents challenging ways of thinking about knowledge and learning and considers how to enact these in practice. Drawing from the international literature, this book will be essential reading for students of curriculum, learning and assessment in all sectors from primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will also be of interest to a wide range of professionals involved with the processes of curriculum, learning and the practice of teaching and assessment.

It will be relevant to those in work-based and professional education and training and informal educationsl settings, as well as traditional educational institutions at all levels. A unique collection in a field that is underrepresented, it will also be of interest to an academic audience.

This textbook provides an introduction to the historical, political, social and cultural influences that contribute to curriculum assessment and development. It examines a range of national developments which include policy level debates as well as comparative reviews of curriculum and assessment aims and values.

The majority of the chapters in the book are drawn from contemporary writing.

Curriculum in Context is a Course Reader for The Open University course E836 Learning Curriculum and Assessment.

This textbook provides a theoretical framework for considering past and current developments in research into views of the mind and of learning. Controversial aspects of learning theories are examined, in particular the differing perspectives on the process of knowledge construction. The implications of the various theories for assessment practice are also made explicit. The text illustrates the way different theories lead to particular models of curriculum assessment, using examples from different phases of education. The final part of the book explores learning and assessment processes derived from particular views of learning knowledge.

Learners, Learning and Assessment is a Course Reader for The Open University course E836 Learning Curriculum and Assessment.

This textbook provides a theoretical framework for considering past and current developments in research into views of the mind and of learning. Controversial aspects of learning theories are examined, in particular the differing perspectives on the process of knowledge construction. The implications of the various theories for assessment practice are also made explicit. The text illustrates the way different theories lead to particular models of curriculum assessment, using examples from different phases of education. The final part of the book explores learning and assessment processes derived from particular views of learning knowledge.

Learners, Learning and Assessment is a Course Reader for The Open University course E836 Learning Curriculum and Assessment.

"e;The existing technology and future developments which lie ahead will change human life and impact faith and family life like no other in the history of mankind."e; Are you prepared?A As parents and grandparents, are you thinking about how technology and social media are affecting our children and grandchildren as well as our own lives? Are your family members spending too much time on social media with the use of technology devices, iPads, cellphones, and computers?A Given God's gift of free will, we all have choices to make. We need to Wake Up to choices and ways that balance and compliment the technology revolution with a spiritual revolution. In this book, you will find:A An overview of awareness of the generations and how technology and communications have directly affected family and faith throughout the years.Helpful suggestions, inspirational and practical tips for individuals, parents, grandparents, and family members to align social media and electronic devices to God's purpose for our lives.Common sense ideas on how to develop a technology plan for you and your family that will support goodness and counter the dangers of misuse.Ways to Learn to listen with wisdom and discernment to God speaking to us through His Word the Bible, His commandments, and Holy people.Confidence to be encouraged to act as you prioritize your moral compass in using technology appropriately as God's gift, bringing your family closer to God.A Ideally, scientific technology and Christian faith need to harmonize and mutually support one another. We need to seek protection and guidance from God as we encounter advancing modern technology. With so many fundamental changes on the horizon, we need to rely on our relationship with God and His unchanging teachings.A A A A A A A A A A A A A A EndorsementsA Father James RussellA - What a timely gem of a book!A What a hidden treasure of facts, figures and Faith encouragement. Once I got past page ten, I found it hard to put down!A The authors offer tremendous insights on how faith and science can work hand and glove together for the enrichment of the individual, the family, and society.A I wish it was required reading for high school seniors and all couples entering marriage.A May God use it to build up His kingdom here on earth!A A Brian Bruner -A As a faithful grandparent who grew up with faith in Jesus Christ, but without cellphones, the internet, AI, or social media, this book opened my eyes on the dangers and wonders that the technology age has to offer.A I certainly have some talking points to go over with my children and grandchildren about our faith life and how technology can influence our moral fiber.A Thank you for writing this thoughtful and informative book.

Concerned with pedagogy and the learning achievement of both girls and boys, this book examines international trends in subject performance throughout schooling and looks critically at a range of interventions in difference contexts and countries, all aimed at enhancing equity in schools and higher education institutions.; The book argues that pedagogy can not be isolated from the overarching gender-education system. What can be done, it claims, is that teachers can be provided with a range of pedagogic strategies which can be used to make education, as it is experienced by students and reflected in their achievements, more just.

By examining ideas about learning that transcend typical boundaries, such as school/workplace or home/school, this book emphasies the socially negotiated and embedded nature of meaning-making and how learners learn to use the cognitive tools of their cultural community through participation in social activity. The editors argue that this is the means by which individual agency is extended and learners' identities, as forms of competency, are transformed.

The book locates sociocultural understanding in a wide theoretical frame and demonstrates its implications for learning and assessment generally, covering a range of educational and workplace setttings. The contributions challenge ways of understanding learning and thinking about practice, both teaching and assessment.

Drawing on the international literature, this book is essential reading for students of curriculum, learning and assesment in all sectors from pre-primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will be of interest to a range of professionals involved with curriculum, learning and the practice of teaching and assessment.

It is also relevant to those in work-based and professional education and training, and informal educational settings. A unique collection in a field that is underrepresented, it will also be of interest to an acadmeic audience.

This book foregrounds pedagogy in a way that challenges readers to reflect on themselves as teachers and learners, and to be reflexive about their own practices and contexts. Learning involves a transformation of identity which occurs through negotiation and repositioning, through new ways of relating, and through different ways of participating in practices. This book examines the meaning and implications for pedagogy in educational and workplace settings, and the role of the teacher in this sociocultural view of learning. By illustrating the mediated nature of agency and identity, the chapters (re)conceptualise the teacher and the learner and show different ways of supporting learning and being a teacher.

The settings represented range from nursery to university and from out-of-school to insitutionally-based and work place situations. Curricular aspects represented include popular culture, critical literacy, multimodality, the arts, and new technologies. Teachers and student teachers, as learners, are also represented in the accounts assembled.

The book takes a sociocultural view of learning and considers the pedagogical implications of this view. It explores different meanings of pedagogy and considers notions of cultural bridging and the processess of transforming identities.

The contributions challenge ways of thinking about practice, both teaching and assessment, and argue for practices that bridge between learners' worlds, their communities and educational institutions.

Drawing on the international literature, this book will be essential reading for students of curriculum learning and assessment in all sectors from pre-primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will also be of interest to a wide range of professionals involved with curriculum, learning and the practice of teaching and assessment.

This book is relevant to those in work-based and professional education and training, and in informal educational settings, as well as traditional educational institutions at all levels. A unique collection in a field that is underrepresented, it will also be of interest to an academic audience.

Concerned with pedagogy and the learning achievement of both girls and boys, this book examines international trends in subject performance throughout schooling and looks critically at a range of interventions in difference contexts and countries, all aimed at enhancing equity in schools and higher education institutions.; The book argues that pedagogy can not be isolated from the overarching gender-education system. What can be done, it claims, is that teachers can be provided with a range of pedagogic strategies which can be used to make education, as it is experienced by students and reflected in their achievements, more just.

Concerned with pedagogy and the learning achievement of both girls and boys, this book examines international trends in subject performance throughout schooling and looks critically at a range of interventions in difference contexts and countries, all aimed at enhancing equity in schools and higher education institutions.; The book argues that pedagogy can not be isolated from the overarching gender-education system. What can be done, it claims, is that teachers can be provided with a range of pedagogic strategies which can be used to make education, as it is experienced by students and reflected in their achievements, more just.

Concerned with pedagogy and the learning achievement of both girls and boys, this book examines international trends in subject performance throughout schooling and looks critically at a range of interventions in difference contexts and countries, all aimed at enhancing equity in schools and higher education institutions.; The book argues that pedagogy can not be isolated from the overarching gender-education system. What can be done, it claims, is that teachers can be provided with a range of pedagogic strategies which can be used to make education, as it is experienced by students and reflected in their achievements, more just.

By examining ideas about learning that transcend typical boundaries, such as school/workplace or home/school, this book emphasies the socially negotiated and embedded nature of meaning-making and how learners learn to use the cognitive tools of their cultural community through participation in social activity. The editors argue that this is the means by which individual agency is extended and learners' identities, as forms of competency, are transformed.

The book locates sociocultural understanding in a wide theoretical frame and demonstrates its implications for learning and assessment generally, covering a range of educational and workplace setttings. The contributions challenge ways of understanding learning and thinking about practice, both teaching and assessment.

Drawing on the international literature, this book is essential reading for students of curriculum, learning and assesment in all sectors from pre-primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will be of interest to a range of professionals involved with curriculum, learning and the practice of teaching and assessment.

It is also relevant to those in work-based and professional education and training, and informal educational settings. A unique collection in a field that is underrepresented, it will also be of interest to an acadmeic audience.

This book foregrounds pedagogy in a way that challenges readers to reflect on themselves as teachers and learners, and to be reflexive about their own practices and contexts. Learning involves a transformation of identity which occurs through negotiation and repositioning, through new ways of relating, and through different ways of participating in practices. This book examines the meaning and implications for pedagogy in educational and workplace settings, and the role of the teacher in this sociocultural view of learning. By illustrating the mediated nature of agency and identity, the chapters (re)conceptualise the teacher and the learner and show different ways of supporting learning and being a teacher.

The settings represented range from nursery to university and from out-of-school to insitutionally-based and work place situations. Curricular aspects represented include popular culture, critical literacy, multimodality, the arts, and new technologies. Teachers and student teachers, as learners, are also represented in the accounts assembled.

The book takes a sociocultural view of learning and considers the pedagogical implications of this view. It explores different meanings of pedagogy and considers notions of cultural bridging and the processess of transforming identities.

The contributions challenge ways of thinking about practice, both teaching and assessment, and argue for practices that bridge between learners' worlds, their communities and educational institutions.

Drawing on the international literature, this book will be essential reading for students of curriculum learning and assessment in all sectors from pre-primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will also be of interest to a wide range of professionals involved with curriculum, learning and the practice of teaching and assessment.

This book is relevant to those in work-based and professional education and training, and in informal educational settings, as well as traditional educational institutions at all levels. A unique collection in a field that is underrepresented, it will also be of interest to an academic audience.

Longstanding cultural heritages about the nature of knowledge continue to dominate Western education. Yet the ways of knowing represented through teaching and workplace practices, including assessment, and their relationship to views of learning, are often ignored in debates about learning. This book provides a rich collection of readings that challenge traditional understandings of knowledge and the view of mind that underpins them. It offers socioculturally informed alternatives and tools for innovating change and transforming practice that value different ways of knowing, embracing those that learners bring to educational and workplace settings.

The book takes forward thinking about curriculum in a number of unique and important ways. It adopts a relational view of learning and knowledge, covers educational and workplace learning, and examines knowledge from a sociocultural perspective where learner identities are conceived as forms of competency or knoweldge. It presents challenging ways of thinking about knowledge and learning and considers how to enact these in practice. Drawing from the international literature, this book will be essential reading for students of curriculum, learning and assessment in all sectors from primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will also be of interest to a wide range of professionals involved with the processes of curriculum, learning and the practice of teaching and assessment.

It will be relevant to those in work-based and professional education and training and informal educationsl settings, as well as traditional educational institutions at all levels. A unique collection in a field that is underrepresented, it will also be of interest to an academic audience.

This textbook provides an introduction to the historical, political, social and cultural influences that contribute to curriculum assessment and development. It examines a range of national developments which include policy level debates as well as comparative reviews of curriculum and assessment aims and values.

The majority of the chapters in the book are drawn from contemporary writing.

Curriculum in Context is a Course Reader for The Open University course E836 Learning Curriculum and Assessment.

This textbook provides a theoretical framework for considering past and current developments in research into views of the mind and of learning. Controversial aspects of learning theories are examined, in particular the differing perspectives on the process of knowledge construction. The implications of the various theories for assessment practice are also made explicit. The text illustrates the way different theories lead to particular models of curriculum assessment, using examples from different phases of education. The final part of the book explores learning and assessment processes derived from particular views of learning knowledge.

Learners, Learning and Assessment is a Course Reader for The Open University course E836 Learning Curriculum and Assessment.

This textbook provides a theoretical framework for considering past and current developments in research into views of the mind and of learning. Controversial aspects of learning theories are examined, in particular the differing perspectives on the process of knowledge construction. The implications of the various theories for assessment practice are also made explicit. The text illustrates the way different theories lead to particular models of curriculum assessment, using examples from different phases of education. The final part of the book explores learning and assessment processes derived from particular views of learning knowledge.

Learners, Learning and Assessment is a Course Reader for The Open University course E836 Learning Curriculum and Assessment.

"e;The existing technology and future developments which lie ahead will change human life and impact faith and family life like no other in the history of mankind."e; Are you prepared?A As parents and grandparents, are you thinking about how technology and social media are affecting our children and grandchildren as well as our own lives? Are your family members spending too much time on social media with the use of technology devices, iPads, cellphones, and computers?A Given God's gift of free will, we all have choices to make. We need to Wake Up to choices and ways that balance and compliment the technology revolution with a spiritual revolution. In this book, you will find:A An overview of awareness of the generations and how technology and communications have directly affected family and faith throughout the years.Helpful suggestions, inspirational and practical tips for individuals, parents, grandparents, and family members to align social media and electronic devices to God's purpose for our lives.Common sense ideas on how to develop a technology plan for you and your family that will support goodness and counter the dangers of misuse.Ways to Learn to listen with wisdom and discernment to God speaking to us through His Word the Bible, His commandments, and Holy people.Confidence to be encouraged to act as you prioritize your moral compass in using technology appropriately as God's gift, bringing your family closer to God.A Ideally, scientific technology and Christian faith need to harmonize and mutually support one another. We need to seek protection and guidance from God as we encounter advancing modern technology. With so many fundamental changes on the horizon, we need to rely on our relationship with God and His unchanging teachings.A A A A A A A A A A A A A A EndorsementsA Father James RussellA - What a timely gem of a book!A What a hidden treasure of facts, figures and Faith encouragement. Once I got past page ten, I found it hard to put down!A The authors offer tremendous insights on how faith and science can work hand and glove together for the enrichment of the individual, the family, and society.A I wish it was required reading for high school seniors and all couples entering marriage.A May God use it to build up His kingdom here on earth!A A Brian Bruner -A As a faithful grandparent who grew up with faith in Jesus Christ, but without cellphones, the internet, AI, or social media, this book opened my eyes on the dangers and wonders that the technology age has to offer.A I certainly have some talking points to go over with my children and grandchildren about our faith life and how technology can influence our moral fiber.A Thank you for writing this thoughtful and informative book.

Concerned with pedagogy and the learning achievement of both girls and boys, this book examines international trends in subject performance throughout schooling and looks critically at a range of interventions in difference contexts and countries, all aimed at enhancing equity in schools and higher education institutions.; The book argues that pedagogy can not be isolated from the overarching gender-education system. What can be done, it claims, is that teachers can be provided with a range of pedagogic strategies which can be used to make education, as it is experienced by students and reflected in their achievements, more just.

By examining ideas about learning that transcend typical boundaries, such as school/workplace or home/school, this book emphasies the socially negotiated and embedded nature of meaning-making and how learners learn to use the cognitive tools of their cultural community through participation in social activity. The editors argue that this is the means by which individual agency is extended and learners' identities, as forms of competency, are transformed.

The book locates sociocultural understanding in a wide theoretical frame and demonstrates its implications for learning and assessment generally, covering a range of educational and workplace setttings. The contributions challenge ways of understanding learning and thinking about practice, both teaching and assessment.

Drawing on the international literature, this book is essential reading for students of curriculum, learning and assesment in all sectors from pre-primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will be of interest to a range of professionals involved with curriculum, learning and the practice of teaching and assessment.

It is also relevant to those in work-based and professional education and training, and informal educational settings. A unique collection in a field that is underrepresented, it will also be of interest to an acadmeic audience.

This book foregrounds pedagogy in a way that challenges readers to reflect on themselves as teachers and learners, and to be reflexive about their own practices and contexts. Learning involves a transformation of identity which occurs through negotiation and repositioning, through new ways of relating, and through different ways of participating in practices. This book examines the meaning and implications for pedagogy in educational and workplace settings, and the role of the teacher in this sociocultural view of learning. By illustrating the mediated nature of agency and identity, the chapters (re)conceptualise the teacher and the learner and show different ways of supporting learning and being a teacher.

The settings represented range from nursery to university and from out-of-school to insitutionally-based and work place situations. Curricular aspects represented include popular culture, critical literacy, multimodality, the arts, and new technologies. Teachers and student teachers, as learners, are also represented in the accounts assembled.

The book takes a sociocultural view of learning and considers the pedagogical implications of this view. It explores different meanings of pedagogy and considers notions of cultural bridging and the processess of transforming identities.

The contributions challenge ways of thinking about practice, both teaching and assessment, and argue for practices that bridge between learners' worlds, their communities and educational institutions.

Drawing on the international literature, this book will be essential reading for students of curriculum learning and assessment in all sectors from pre-primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will also be of interest to a wide range of professionals involved with curriculum, learning and the practice of teaching and assessment.

This book is relevant to those in work-based and professional education and training, and in informal educational settings, as well as traditional educational institutions at all levels. A unique collection in a field that is underrepresented, it will also be of interest to an academic audience.