9781032712796 - Towards Powerful Educational Knowledge: Perspectives from Educational Foundations, Curriculum Theory and Didaktik (16 risultati)

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Condizione: New.

Condizione: New.

Condizione: New.

Condizione: As New. Unread book in perfect condition.

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Condizione: New.

Paperback or Softback. Condizione: New. Towards Powerful Educational Knowledge: Perspectives from Educational Foundations, Curriculum Theory and Didaktik. Book.

Paperback. Condizione: Brand New. 124 pages. 9.68x6.87x9.61 inches. In Stock.

Paperback. Condizione: new. Paperback. This book explores what constitutes valid or powerful educational knowledge and the role of educational theorising in questions of educational practice. It examines the challenges facing the deliberative educational knowledge traditions of educational foundations, curriculum theory and Didaktik as a consequence of the rising tide of empiricism in educational research, the what works agenda in global educational reform and internal fragmentation within the traditions themselves. By examining the potential for the reconfiguration or reconstruction of these traditions, the book explores the possibility of reinvigorating deliberative educational theorising in ways that could provide a meaningful basis for educators to conceptualise their practice, and a robust response to policies that seek to narrow educational activity to a focus solely on learning outcomes and technical efficiency.This insightful volume will be of interest to all those concerned about the future of education, and particular the relationship between educational theory and educational practice in curriculum studies, teacher education and professional development. It will be a key resource for teachers, curriculum developers, policy makers and researchers in the field of curriculum theory and didactics. The book was originally published as a special issue of Journal of Curriculum Studies. This book explores what constitutes valid or powerful educational knowledge and the role of educational theorising in questions of educational practice. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

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Paperback. Condizione: new. Paperback. This book explores what constitutes valid or powerful educational knowledge and the role of educational theorising in questions of educational practice. It examines the challenges facing the deliberative educational knowledge traditions of educational foundations, curriculum theory and Didaktik as a consequence of the rising tide of empiricism in educational research, the what works agenda in global educational reform and internal fragmentation within the traditions themselves. By examining the potential for the reconfiguration or reconstruction of these traditions, the book explores the possibility of reinvigorating deliberative educational theorising in ways that could provide a meaningful basis for educators to conceptualise their practice, and a robust response to policies that seek to narrow educational activity to a focus solely on learning outcomes and technical efficiency.This insightful volume will be of interest to all those concerned about the future of education, and particular the relationship between educational theory and educational practice in curriculum studies, teacher education and professional development. It will be a key resource for teachers, curriculum developers, policy makers and researchers in the field of curriculum theory and didactics. The book was originally published as a special issue of Journal of Curriculum Studies. This book explores what constitutes valid or powerful educational knowledge and the role of educational theorising in questions of educational practice. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Paperback. Condizione: new. Paperback. This book explores what constitutes valid or powerful educational knowledge and the role of educational theorising in questions of educational practice. It examines the challenges facing the deliberative educational knowledge traditions of educational foundations, curriculum theory and Didaktik as a consequence of the rising tide of empiricism in educational research, the what works agenda in global educational reform and internal fragmentation within the traditions themselves. By examining the potential for the reconfiguration or reconstruction of these traditions, the book explores the possibility of reinvigorating deliberative educational theorising in ways that could provide a meaningful basis for educators to conceptualise their practice, and a robust response to policies that seek to narrow educational activity to a focus solely on learning outcomes and technical efficiency.This insightful volume will be of interest to all those concerned about the future of education, and particular the relationship between educational theory and educational practice in curriculum studies, teacher education and professional development. It will be a key resource for teachers, curriculum developers, policy makers and researchers in the field of curriculum theory and didactics. The book was originally published as a special issue of Journal of Curriculum Studies. This book explores what constitutes valid or powerful educational knowledge and the role of educational theorising in questions of educational practice. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Taschenbuch. Condizione: Neu. Towards Powerful Educational Knowledge | Perspectives from Educational Foundations, Curriculum Theory and Didaktik | Jim Hordern (u. a.) | Taschenbuch | Einband - flex.(Paperback) | Englisch | 2025 | Routledge | EAN 9781032712796 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.

Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This book explores what constitutes valid or powerful educational knowledge and the role of educational theorising in questions of educational practice. It examines the challenges facing the 'deliberative' educational knowledge traditions of educational foundations, curriculum theory and Didaktik as a consequence of the rising tide of empiricism in educational research, the 'what works' agenda in global educational reform and internal fragmentation within the traditions themselves.