Search Results - Steve Cram~
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41
The Pandemic of Argumentation
Published 2022DOAB: download the publication
DOAB: description of the publication
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42
The Pandemic of Argumentation
Published 2022OAPEN Library: download the publication
OAPEN Library: description of the publication
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44
Coming to Terms with Superdiversity The Case of Rotterdam /
Published 2019Table of Contents: “…1 Introduction - Peter Scholten, Maurice Crul and Paul van de Laar -- PART I: SUPERDIVERSITY IN ROTTERDAM: 2 Rotterdam's superdiversity from a historical perspective (1600-1980) - Paul van de Laar and Arie van der Schoor -- 3 The second and third generation in Rotterdam: increasing diversity within diversity - Maurice Crul, Frans Lelie and Elif Keskiner -- 4 Between choice and stigma: Identifications of economically successful migrants - Marianne van Bochove and Jack Burgers -- PART II: ROTTERDAM'S RESPONSE TO SUPERDIVERSITY: -- 6 'Walking the walk' rather than 'talking the talk' of superdiversity: Continuity and change in the development of Rotterdam's immigrant integration policies - Rianne Dekker & Ilona van Breugel -- 7 Laboratory Rotterdam. …”
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Forest and Rangeland Soils of the United States Under Changing Conditions A Comprehensive Science Synthesis /
Published 2020Table of Contents: “…Wetland And Hydric Soils (Carl Trettin, Randall Kolka, Anne Marsh, Sheel Bansal, Eric Lilleskov, Patrick Megonigal, Marla Stelk, Graeme Lockaby, David D'Amore, Richard MacKenzie, Brian Tangen, Rodney Chimner, and James Gries) -- Chapter 7. …”
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47
Reading Prehistoric Human Tracks Methods & Material /
Published 2021Table of Contents: “…Trackers' Consensual Talk: Precise Data for Archaeology (Megan Biesele) -- Chapter 21. An Echo from a Footprint: A Step too Far (Steve Webb) -- Chapter 22. …”
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48
Mathematics Curriculum Reforms Around the World The 24th ICMI Study /
Published 2023Table of Contents: “…: Berta Barquero, Britta Eyrich Jessen, Juan Ruiz-Hidalgo and Jennie Golding -- 14: Conclusion: Achieving Coherence and Relevance in Mathematics Curriculum Reforms: Some Guiding Principles: Will Morony -- Part IV: Theme C -Implementation of Reformed Mathematics Curricula Within and Across Different Contexts and Traditions -- 15: Introduction: Angel Ruiz -- 16: A First Exploration to Understand Mathematics Curricula Implementation: Results, Limitations and Successes: Angel Ruiz, Mogens Niss, Michèle Artigue, Yiming Cao and Enriqueta Reston -- 17: Towards a Model for Monitoring and Evaluating Curricular Reforms: Steve Thornton, Maitree Inprasitha, Angel Ruiz, Masami Isoda, Narumon Changsri and Kristen Tripet -- 18: Teachers, Resources, Assessment Practices: Role and Impact on the Curricular Implementation Process: Alf Coles, Luis Rodríguez-Muñiz, Ida Ah Chee Mok, Angel Ruiz, Ronnie Karsenty, Francesca Martignone, Iman Osta, Federica Ferretti and Thi Tan An Nguyen -- 19: Conclusion: 'Laws' of Curriculum Implementation and the Future in which We Are Living: Angel Ruiz -- Part V: Theme D - Globalisation and Internationalisation and their Impacts on Mathematics Curriculum Reforms -- 20: Introduction: Max Stephens, Djordje Kadijevich, Mogens Niss, Nadia Azrou and Yukihiko Namikawa -- 21: The Evolution and Uptake of Numeracy and Mathematical Literacy as Drivers for Curriculum Reform: Merrilyn Goos and Kathy O'Sullivan -- 22: Impacts of TIMSS and PISA on Mathematics Curriculum Reforms: Djordje Kadijevich, Max Stephens, Armando Solares-Rojas and Raisa Guberman -- 23: Emergence of Computational/Algorithmic Thinking and its Impact on the Mathematics Curriculum: Djordje Kadijevich, Max Stephens and Abolfazl Rafiepour -- 24: Conclusion: Future Visions of the Impact of Internationalisation and Globalisation on School Mathematics Curriculum: Max Stephens, Merrilyn Goos and Djordje Kadijevich -- Part VI: Theme E - Agents and Processes of Curriculum Design, Development and Reforms in School Mathematics: 25: Introduction: Ellen Jameson, Peter Sullivan and Ferdinando Arzarello -- 26: Case Studies in Agents andProcesses of Mathematics Curriculum Development and Reform: Iman Osta, Fidel Oteiza, Peter Sullivan and John Volmink -- 27: Modelling Curriculum Reforms: A System of Agents, Processes and Objects: Ellen Jameson and Janette Bobis -- 28: Boundary in Curriculum Reform: Alon Pinto and Jason Cooper -- 29: Teacher Professional Identity and Curriculum Reform: Stephen Quirke, Lorena Espinoza and Gérard Sensevy -- 30: Conclusion: Implications for Active Curriculum Reform Work and Future Research: Ellen Jameson, Peter Sullivan and Ferdinando Arzarello -- Part VII: International Perspectives and Influences on School Mathematics Curriculum Reforms: 31: Introduction: Yoshinori Shimizu and Renuka Vithal -- 32: OECD Learning Compass 2030: Implications for Mathematics Curricula: Miho Taguma, Kelly Makowiecki and Florence Gabriel -- 33: Making Sense of Mathematics and Making Mathematics Make Sense: William McCallum -- 34: School Mathematics Curriculum Reforms: Insights and Reflections: Berinderjeet Kaur -- Part VIII: Commentaries on ICMI Study 24: 35: Introduction: Renuka Vithal and Yoshinori Shimizu -- 36: Language of Teaching and Learning and School Mathematics Curriculum Reform: Tensions in Equity and Access: Anjum Halai -- 37: A Cultural-Political Reading of School Mathematics Curriculum Reform: Paola Valero -- Part IX: Conclusion to ICMI Study 24: 38: Key Messages and Lessons from Mathematics Curriculum Reforms around the World: Renuka Vithal and Yoshinori Shimizu -- Afterword: Jill Adler -- Subject Index / Author Index.…”
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