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Perspectives on the knowledge proble...

Lourie, Megan.

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Perspectives on the knowledge problem in New Zealand education = towards equity /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Perspectives on the knowledge problem in New Zealand education/ edited by Megan Lourie, Graham McPhail.
其他題名:	towards equity /
其他作者:	Lourie, Megan.
出版者:	Singapore :Springer Singapore : : 2021.,
面頁冊數:	xv, 97 p. :ill. (some col.), digital ;24 cm.
內容註:	1 Introduction -- 2 The components of a national curriculum -- 3 Three models of teaching: A framework for thinking about education -- 4 Knowledge: What teachers need to know -- 5 Knowledge marginalisation in curriculum and practice -- 6 Knowledge and the 'Identity Directive' -- 7 The TAP/CDC combination for bi/multilingual students: Illustrating the relationship between knowledge-that and knowledge-how -- 8 A curriculum for 21st century learners.
Contained By:	Springer Nature eBook
標題:	Education - New Zealand. -
電子資源:	https://doi.org/10.1007/978-981-16-2908-2
ISBN:	9789811629082

Perspectives on the knowledge problem in New Zealand education = towards equity /
Perspectives on the knowledge problem in New Zealand educationtowards equity /[electronic resource] :edited by Megan Lourie, Graham McPhail. - Singapore :Springer Singapore :2021. - xv, 97 p. :ill. (some col.), digital ;24 cm. - SpringerBriefs in education,2211-193X. - SpringerBriefs in education..

1 Introduction -- 2 The components of a national curriculum -- 3 Three models of teaching: A framework for thinking about education -- 4 Knowledge: What teachers need to know -- 5 Knowledge marginalisation in curriculum and practice -- 6 Knowledge and the 'Identity Directive' -- 7 The TAP/CDC combination for bi/multilingual students: Illustrating the relationship between knowledge-that and knowledge-how -- 8 A curriculum for 21st century learners.

This book offers new ideas for thinking about how more equitable outcomes might be achieved in New Zealand so that all students are well-equipped to live and work in contemporary society. It addresses a social justice concern about access to the unique affordances of subject knowledge which comprises two forms of knowledge - propositional (knowledge-that) and applied knowledge (know-how-to) The book provides perspectives on curriculum design by grounding arguments in a theory of knowledge. It describes the different knowledge forms of the theory, and argues that understanding these differences is significant for curriculum design and enactment. It explains why the current imbalance between knowledge forms is a problem, and offers suggestions for change. Understanding about knowledge itself enables more just and equitable outcomes for all students. This book illustrates how different knowledge types and forms can be used together productively to help students develop adaptive expertise for the 21st century, making it a valuable contribution to the field of education.

ISBN: 9789811629082

Standard No.: 10.1007/978-981-16-2908-2doiSubjects--Topical Terms:

3514357
Education
--New Zealand.

LC Class. No.: LA2122

Dewey Class. No.: 370.9931

Perspectives on the knowledge problem in New Zealand education = towards equity /
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