daniel castner (51 risultati)

Condizione: Very Good. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Paperback. Condizione: Very Good. No Jacket. Former library book; May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Condizione: very_good. This book is in Very Good condition. The cover and pages have minor shelf wear. Binding is tight and pages are intact.

paperback. Condizione: Fine.

Paperback. Condizione: new. Paperback. The pervasive politicization of education in the United States makes teachers work extraordinarily challenging. Decades of bi-partisan accountability-based reform policies and top-down instructional management have conceived of teachers as mere technicians who consume and implement prefabricated curricular plans. Such views fail to recognize the intimate relationship between curriculum and teaching and minimize educators professional authority.Anti-Authoritarian Curriculum Practice is for teachers exasperated by contemporary educations politicized conditions. Instead of identifying specific authoritarian figures or ideologies, this book critiques authoritarian practicesactions that undermine accountability for how power is exercised. It advocates for anti-authoritarian curriculum practices, emphasizing the intellectual and moral responsibilities of professional curricular decision-making. Appreciating that significant decisions are made at school, district, and policy levels without teachers meaningful involvement, the authors utilize practical curriculum theorizing to examine commonly overlooked elements of curriculum practice, emphasizing teachers direct roles in shaping what is experienced in their classrooms. Readers are introduced to the HI-STAR process, a three-part framework that invites educators to holistically imagine curricular visions (HI), engage in study and teaching activities (ST), and assess student outcomes while reflecting on their practices (AR). Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

PAP. Condizione: New. New Book. Shipped from UK. Established seller since 2000.

Condizione: new.

PAP. Condizione: New. New Book. Shipped from UK. Established seller since 2000.

Condizione: New.

Condizione: New.

Condizione: As New. Unread book in perfect condition.

Paperback. Condizione: Brand New. 176 pages. 9.00x6.00x1.00 inches. In Stock.

Condizione: New.

Condizione: As New. Unread book in perfect condition.

Paperback. Condizione: New. This book provides educators with guidance on studying and practicing a curriculum problem solving artistry that is focused on deepening students' subject matter understandings through democratic self and social understandings. The book begins with a discussion of seven principles of curriculum leadership, which provide a framework for the presentation of a theoretical platform that guides a four-phased process. The curriculum problem solving has four interrelated phases, and advice on studying and practicing each phase has been organized into separate chapters using a montage format incorporating inquiry prompts, supportive quotations, critical commentaries, practical tips, narrative illustrations, and study recommendations. There is a continuous recognition of the ways in which the four phases are folded into one another in highly interactive ways; hence, the problem solving approach is described as a fourfold process. The text concludes with an epilogue honoring the disciplined journey of understanding and the pursuit of professional virtues that are central to the cultivation of problem solving artistry. An ethical oath that was created by twenty Ohio teacher leaders serves as a collegial pledge to embrace this disciplinary commitment.

Paperback. Condizione: New. The pervasive politicization of education in the United States makes teachers' work extraordinarily challenging. Decades of bi-partisan accountability-based reform policies and top-down instructional management have conceived of teachers as mere technicians who consume and implement prefabricated curricular plans. Such views fail to recognize the intimate relationship between curriculum and teaching and minimize educators' professional authority.Anti-Authoritarian Curriculum Practice is for teachers exasperated by contemporary education's politicized conditions. Instead of identifying specific authoritarian figures or ideologies, this book critiques authoritarian practices-actions that undermine accountability for how power is exercised. It advocates for anti-authoritarian curriculum practices, emphasizing the intellectual and moral responsibilities of professional curricular decision-making. Appreciating that significant decisions are made at school, district, and policy levels without teachers' meaningful involvement, the authors utilize practical curriculum theorizing to examine commonly overlooked elements of curriculum practice, emphasizing teachers' direct roles in shaping what is experienced in their classrooms. Readers are introduced to the HI-STAR process, a three-part framework that invites educators to holistically imagine curricular visions (HI), engage in study and teaching activities (ST), and assess student outcomes while reflecting on their practices (AR).

Condizione: New.

Paperback / softback. Condizione: New. New copy - Usually dispatched within 4 working days.

Condizione: New.

Condizione: New.

Condizione: New. 2025. Paperback. . . . . .

Condizione: As New. Unread book in perfect condition.

Condizione: New. 2025. Paperback. . . . . . Books ship from the US and Ireland.

Paperback. Condizione: Brand New. 125 pages. 9.00x6.00x0.25 inches. In Stock.

Paperback. Condizione: new. Paperback. The pervasive politicization of education in the United States makes teachers work extraordinarily challenging. Decades of bi-partisan accountability-based reform policies and top-down instructional management have conceived of teachers as mere technicians who consume and implement prefabricated curricular plans. Such views fail to recognize the intimate relationship between curriculum and teaching and minimize educators professional authority.Anti-Authoritarian Curriculum Practice is for teachers exasperated by contemporary educations politicized conditions. Instead of identifying specific authoritarian figures or ideologies, this book critiques authoritarian practicesactions that undermine accountability for how power is exercised. It advocates for anti-authoritarian curriculum practices, emphasizing the intellectual and moral responsibilities of professional curricular decision-making. Appreciating that significant decisions are made at school, district, and policy levels without teachers meaningful involvement, the authors utilize practical curriculum theorizing to examine commonly overlooked elements of curriculum practice, emphasizing teachers direct roles in shaping what is experienced in their classrooms. Readers are introduced to the HI-STAR process, a three-part framework that invites educators to holistically imagine curricular visions (HI), engage in study and teaching activities (ST), and assess student outcomes while reflecting on their practices (AR). Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Condizione: New. In.

Paperback. Condizione: new. Paperback. The pervasive politicization of education in the United States makes teachers work extraordinarily challenging. Decades of bi-partisan accountability-based reform policies and top-down instructional management have conceived of teachers as mere technicians who consume and implement prefabricated curricular plans. Such views fail to recognize the intimate relationship between curriculum and teaching and minimize educators professional authority.Anti-Authoritarian Curriculum Practice is for teachers exasperated by contemporary educations politicized conditions. Instead of identifying specific authoritarian figures or ideologies, this book critiques authoritarian practicesactions that undermine accountability for how power is exercised. It advocates for anti-authoritarian curriculum practices, emphasizing the intellectual and moral responsibilities of professional curricular decision-making. Appreciating that significant decisions are made at school, district, and policy levels without teachers meaningful involvement, the authors utilize practical curriculum theorizing to examine commonly overlooked elements of curriculum practice, emphasizing teachers direct roles in shaping what is experienced in their classrooms. Readers are introduced to the HI-STAR process, a three-part framework that invites educators to holistically imagine curricular visions (HI), engage in study and teaching activities (ST), and assess student outcomes while reflecting on their practices (AR). Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Condizione: New.

Hardback. Condizione: New. The pervasive politicization of education in the United States makes teachers' work extraordinarily challenging. Decades of bi-partisan accountability-based reform policies and top-down instructional management have conceived of teachers as mere technicians who consume and implement prefabricated curricular plans. Such views fail to recognize the intimate relationship between curriculum and teaching and minimize educators' professional authority.Anti-Authoritarian Curriculum Practice is for teachers exasperated by contemporary education's politicized conditions. Instead of identifying specific authoritarian figures or ideologies, this book critiques authoritarian practices-actions that undermine accountability for how power is exercised. It advocates for anti-authoritarian curriculum practices, emphasizing the intellectual and moral responsibilities of professional curricular decision-making. Appreciating that significant decisions are made at school, district, and policy levels without teachers' meaningful involvement, the authors utilize practical curriculum theorizing to examine commonly overlooked elements of curriculum practice, emphasizing teachers' direct roles in shaping what is experienced in their classrooms. Readers are introduced to the HI-STAR process, a three-part framework that invites educators to holistically imagine curricular visions (HI), engage in study and teaching activities (ST), and assess student outcomes while reflecting on their practices (AR).

Condizione: As New. Unread book in perfect condition.