國立高雄大學圖資館 |

Language: English

Back

Perspectives on the knowledge proble...

Lourie, Megan.

Perspectives on the knowledge problem in New Zealand educationtowards equity /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Perspectives on the knowledge problem in New Zealand educationedited by Megan Lourie, Graham McPhail.
Reminder of title:	towards equity /
other author:	Lourie, Megan.
Published:	Singapore :Springer Singapore :2021.
Description:	xv, 97 p. :ill. (some col.), digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	EducationNew Zealand.
Online resource:	https://doi.org/10.1007/978-981-16-2908-2
ISBN:	9789811629082

Perspectives on the knowledge problem in New Zealand educationtowards 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:

905188
Education
--New Zealand.

LC Class. No.: LA2122

Dewey Class. No.: 370.9931

Perspectives on the knowledge problem in New Zealand educationtowards equity /
LDR:02608nmm a2200337 a 4500 001 607986
003 DE-He213
005 20210812133601.0
006 m d
007 cr nn 008maaau
008 220119s2021 si s 0 eng d
020 $a 9789811629082 $q (electronic bk.)
020 $a 9789811629075 $q (paper)
024 7 $a 10.1007/978-981-16-2908-2 $2 doi
035 $a 978-981-16-2908-2
040 $a GP $c GP
041 0 $a eng
050 4 $a LA2122
072 7 $a JNKC $2 bicssc
072 7 $a EDU007000 $2 bisacsh
072 7 $a JNDG $2 thema
082 0 4 $a 370.9931 $2 23
090 $a LA2122 $b .P467 2021
245 0 0 $a Perspectives on the knowledge problem in New Zealand education $h [electronic resource] : $b towards equity / $c edited by Megan Lourie, Graham McPhail.
260 $a Singapore : $b Springer Singapore : $b Imprint: Springer, $c 2021.
300 $a xv, 97 p. : $b ill. (some col.), digital ; $c 24 cm.
490 1 $a SpringerBriefs in education, $x 2211-193X
505 0 $a 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.
520 $a 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.
650 0 $a Education $z New Zealand. $3 905188
650 1 4 $a Curriculum Studies. $3 274574
650 2 4 $a Sociology of Education. $3 338784
650 2 4 $a Teaching and Teacher Education. $3 338703
650 2 4 $a Educational Policy and Politics. $3 308819
650 2 4 $a Educational Philosophy. $3 274754
700 1 $a Lourie, Megan. $3 905186
700 1 $a McPhail, Graham. $3 905187
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer Nature eBook
830 0 $a SpringerBriefs in education. $3 560003
856 4 0 $u https://doi.org/10.1007/978-981-16-2908-2
950 $a Education (SpringerNature-41171)