Equity, Teaching Practice and the Curriculum Exploring Differences in Access to Knowledge

• Eará dahkkit: Wahlström, Ninni (Doaimmaheaddji)
• Materiálatiipa: Elektrovnnalaš Girjji oassi
• Giella: eaŋgalasgiella
• Almmustuhtton: Taylor & Francis 2022
• Ráidu: Routledge Research in Education
• Fáttát: Curriculum planning & development; Teaching skills & techniques; assessment in practice; classroom discourse; concepts of knowledge; democracy; standards based curriculum; Transnational policy; teaching content
• Liŋkkat: OAPEN Library: download the publication; OAPEN Library: description of the publication

Čoahkkáigeassu

This 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 wellbeing. 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.

Olgguldas hápmi

1 electronic resource (168 p.)

ISBN

9781003218067
9781000571653
9781032110219
9781032110202

Beassan

Open Access