Designed to balance theory and praxis, this book offers opportunities for teachers to begin building integrated critical literacy curricula that prioritizes the lived experiences and insights of their students.

How should curriculum designers translate abstract learning outcomes into engaging learning experiences that get results? What is the right balance between depth and breadth or between content and skills? What methods should be used to continuously improve a curriculum over time? To answer these kinds of questions, the authors combined research from cutting-edge fields with their own first-hand experience to carefully curate fifty essential elements that demystify the work of curriculum design.

The author purposefully connects methods and concepts from curriculum, social studies and the arts, and offers insights into identity formation, social position, and social transformation. As such, Coutinho presents an opportunity for curricularists to evaluate the connections between their lives and their work within and across mutually-constitutive discursive and material contexts, and critically analyze their agency, their relational encounters, and their position as changemakers within unjust social realities.

Conceptual Analyses of Curriculum Inquiry Methodologies presents chapters that are each devoted to a particular form of inquiry, with a conceptual analysis of the methodology, its purpose(s), its utilization, structure, and organization, all written by scholars with firsthand experience with the form of inquiry. These experts also take the liberty of citing examples of published studies that have utilized the methodology, share the types of relevant data collection instruments and forms of data produced, and also share research questions that can be answered via their form of inquiry.

The book examines engagement and meaningful learning techniques in both face-to-face and online instruction, covering topics that include active learning, language learning, teacher experiences, and teacher-student relationships.

This book explores "making" in the school curriculum in a period in which the ability to create and respond to digital artifacts is key and focuses on maker spaces in educational settings.

The Science Teacher's Toolbox is a classroom-tested resource offering hundreds of accessible, student-friendly lessons and strategies that can be implemented in a variety of educational settings. Concise chapters fully explain the research basis, necessary technology, Next Generation Science Standards correlation, and implementation of each lesson and strategy. Favoring a hands-on approach, this book provides step-by-step instructions that help teachers to apply their new skills and knowledge in their classrooms immediately.

The Teacher's Toolbox series is an innovative, research-based resource providing teachers with instructional strategies for students of all levels and abilities. Each book in the collection focuses on a specific content area. Clear, concise guidance enables teachers to quickly integrate low-prep, high-value lessons and strategies in their middle school and high school classrooms.

The book presents comparative analyses of five elementary mathematics curriculum programs used in the U.S. from three different perspectives: the mathematical emphasis, the pedagogical approaches, and how authors communicate with teachers.

Enhancing Learning Design for Innovative Teaching in Higher Education examines how instructional systems design, instructional design, educational technologies, curriculum design, and program design impact innovation and innovative teaching in higher education. The book offers definitions of innovative teaching and examines critical intersections to achieve innovation and innovative teaching in post-secondary environments.

Transforming Curriculum Through Teacher-Learner Partnerships captures experiences and evidence among teachers in exploring the possibility of active student participation in curriculum design, delivery, and assessment through teacher-learner partnership. The chapters address issues of teacher-learner partnerships in designing the learning environment and how student-centered methods create resilient, adaptable, and future-capable learners.

In Syllabus, William Germano and Kit Nicholls take a fresh look at this essential but almost invisible bureaucratic document and use it as a starting point for rethinking what students--and teachers--do. What if a teacher built a semester's worth of teaching and learning backward--starting from what students need to learn to do by the end of the term, and only then selecting and arranging the material students need to study?

Cases on Service Delivery in Special Education Programs compiles real-world case studies on successful classroom models and practices to provide rewarding learning environments for students with disabilities. Addressing topics such as behavior modification, social development, and teacher collaboration...

Implicit Pedagogy for Optimized Learning in Contemporary Education provides vital research on the application of assessment methods for the evaluation of indirect and direct educational methods. While highlighting topics such as language development, teacher agency, and learning process, this publication explores hidden curricula as well as the methods of learning outside of the prescribed school curriculum.

This book presents a comprehensive, systematic approach to the development of curricula in higher education in which each component is configured to optimize learning. The approach is based in an analysis of the psychophysics of the learner and employs theories of learning, instruction, and environment to design each component.

In many ways inverting how questions of curriculum are often framed, Sensuous Curriculum: Politics and the Senses in Education foregrounds how sensory understandings are forms of educational, relational politics. Bringing the depth and complexity of sensory studies firmly into curriculum and foundational studies of education, contributors to this volume address this educational and political intersection from a wide variety of theoretical and practical perspectives that are always embodied and material.

All children are born with emotional talent. But if left untended, those talents can wane during the first five years of life. Children are sensitive and social beings from birth, exhibiting an innate enthusiasm for communication that must be satisfied for healthy development. If theirfeelings, agency, and motivations are met with affection, if they are respected and nurtured, then children will respond creatively and that inherent desire for companionship will flourish.

This volume offers a collection of scholarship that extends curricular conversations, crosses borders of praxis, and expands democratic, critical and aesthetic imaginaries- toward the ends of lending momentum to the ever-present and wide-open question: What is to be done-- in terms of curriculum and pedagogy-- in p-12 schools, in teacher education and other higher education contexts, in communities, as well as within our own lives as teachers, leaders and learners?

Curriculum Development for Gifted Education Programs examines the development of coursework for gifted and talented students, featuring coverage on a broad range of topics, such as constructivism, diversity responsive method, and teacher training.

Curriculum Integration in Contemporary Teaching Practice: Emerging Research and Opportunities presents detailed information on the benefits and implementation of STREAMS (Science, Technology, Reading, Engineering, Arts and Math), an interdisciplinary curriculum that meets K-12 students' diverse needs by placing equal emphasis on multiple avenues of learning, highlighting topics such as educational science and technology, curriculum development, and instructional design.

In an effort to enhance the quality of education, universities and colleges are developing programs that help faculty and staff internationalize curriculum. These programs will purposefully develop the intercultural perspectives of students.

Differentiated Instructional Design for Multicultural Environments: Emerging Research and Opportunities provides emerging research on modern technology advancements and their uses in education. While highlighting new trends in teaching a diverse group of students, readers will discover the need for a differentiated approach to curriculum development for multicultural learners.

This volume highlights international perspectives on curriculum and aims to broaden the wider mathematics education community's understandings of mathematics curriculum through viewing a variety of ways that curricula are developed, understood, and implemented in different jurisdictions/countries.

This volume highlights international perspectives on curriculum and aims to broaden the wider mathematics education community's understandings of mathematics curriculum through viewing a variety of ways that curricula are developed, understood, and implemented in different jurisdictions/countries.

The contributors include over 185 faculty members from eleven colleges and universities, representing all sectors of higher education, who share personal, humorous, powerful, and poignant stories about their experiences in a life that is more a calling than a profession. Collectively, these accounts help to answer the question of why developing a coherent undergraduate curriculum is so vexing to colleges and universities.

Over the past thirty years, Holt High School in central Michigan has engaged in a quiet revolution that has transformed mathematics teaching and learning in the district.

Authors Amy Heineke and Jay McTighe add a lens on language to the widely used Understanding by Design(R) framework (UbD(R) framework) for curriculum design, which emphasizes teaching for understanding, not rote memorization.

This book demystifies the story retelling experience for teachers of young children by identifying effective, intentional teaching and learning practices and providing a variety of examples for integrating story retelling activities across the curriculum for building skills in social-emotional development, numbers, STEM, and more.

Curriculum Windows: What Curriculum Theorists of the 1990s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1990s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 1990s illuminate new possibilities forward for us as scholar educators today.

Designing Interdisciplinary Education serves as a foothold for interdisciplinary initiatives in higher education, whether it be programmes, minors, courses or extra-curricular activities. It offers accessible guidance and practical advice for university teachers and curriculum leaders who aim to develop, implement and sustain a successful interdisciplinary approach to their teaching at the classroom, course or programme level.

Discomfort with the inappropriateness of university curricula has met with increasing calls for disruptive actions to revitalise higher education. This book, conceived to envision an alternative emancipatory curriculum, explores the historical, ideological, philosophical and theoretical domains of higher education curricula.