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Collaborative curriculum design for ...

Pieters, Jules.

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Collaborative curriculum design for sustainable innovation and teacher learning

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Collaborative curriculum design for sustainable innovation and teacher learning/ edited by Jules Pieters, Joke Voogt, Natalie Pareja Roblin.
其他作者:	Pieters, Jules.
出版者:	Cham :Springer International Publishing : : 2019.,
面頁冊數:	xii, 424 p. :ill., digital ;24 cm.
內容註:	Foreword -- Section One: Setting the Scene for Curriculum Innovation -- Section Two: Analysis -- Section Three: Design and Implementation -- Section Four: Impact on Students, Teachers and Institutional Practices -- Section Five: Sustainability of Curriculum Innovations -- Section Six: Conclusions and Perspectives.
Contained By:	Springer eBooks
標題:	Teacher participation in curriculum planning. -
電子資源:	https://doi.org/10.1007/978-3-030-20062-6
ISBN:	9783030200626

Collaborative curriculum design for sustainable innovation and teacher learning
Collaborative curriculum design for sustainable innovation and teacher learning[electronic resource] /edited by Jules Pieters, Joke Voogt, Natalie Pareja Roblin. - Cham :Springer International Publishing :2019. - xii, 424 p. :ill., digital ;24 cm.

Foreword -- Section One: Setting the Scene for Curriculum Innovation -- Section Two: Analysis -- Section Three: Design and Implementation -- Section Four: Impact on Students, Teachers and Institutional Practices -- Section Five: Sustainability of Curriculum Innovations -- Section Six: Conclusions and Perspectives.

Open access.

This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co-)design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change. Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation.

ISBN: 9783030200626

Standard No.: 10.1007/978-3-030-20062-6doiSubjects--Topical Terms:

543572
Teacher participation in curriculum planning.

LC Class. No.: LB2806.15 / .C655 2019

Dewey Class. No.: 375.001

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505 0 $a Foreword -- Section One: Setting the Scene for Curriculum Innovation -- Section Two: Analysis -- Section Three: Design and Implementation -- Section Four: Impact on Students, Teachers and Institutional Practices -- Section Five: Sustainability of Curriculum Innovations -- Section Six: Conclusions and Perspectives.
506 $a Open access.
520 $a This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co-)design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change. Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation.
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