A01=Patricia A. Gross
action research strategies
Assignment Patterns
Assumed Names
Authentic Assessment
Author_Patricia A. Gross
Category=JN
Category=JNLB
Category=JNT
classroom
collaborative curriculum planning secondary
College Professor
Collegial School Culture
Cooperative Learning
critical
curriculum negotiation
entries
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Give Students Ample Time
Independent Study
Individualised Classroom Environment Questionnaire
Internal Revenue Service
johnny
Joint Curriculum Design
Knowledge Acquisition
learning
Learning Log Entries
log
Math Student Teacher
Modern Languages
participatory learning methods
pedagogy
Promote Sense Making
Reflective Practice
reflective teaching practice
Restless Classes
Sarah's Students
Sarah’s Students
secondary education pedagogy
Structures Frame Performances
student
student agency development
Student Journal Entries
Student Knowledge Bases
Student Workspaces
Summer Stock Company
teacher
tremain
Product details
- ISBN 9781138460201
- Weight: 453g
- Dimensions: 152 x 229mm
- Publication Date: 11 Jul 2017
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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This volume offers a progressive approach to secondary teaching and teacher training, with particular emphasis upon students and teachers collaborating to negotiate curriculum design--goals, content, methods, and assessment. Based upon mutual trust and partnership, openness and flexibility, Joint Curriculum Design engages secondary students and teachers in an ongoing dialogue regarding teaching and learning. Through critical literacy, action research, and critical pedagogy, students and teachers form a community of learners who interrogate issues, problem-solve, and assess individual and group learning. The author offers a comprehensive understanding of curriculum components and their impact. As a result, her book challenges students and teachers to create environments of learning that embrace all learners, to redefine resources, and to empower learners to develop voice and social agency. In an inductive approach, the book invites active construction of knowledge, innovation, joint debriefing, and reflectivity for more effective teaching and learning.
