Curriculum for High Ability Learners
Issues, Trends and Practices
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Educational Psychology
| Author: | ISBN: | 9789811026973 | |
| Publisher: | Springer Singapore | Publication: | December 26, 2016 |
| Imprint: | Springer | Language: | English |
| Author: | |
| ISBN: | 9789811026973 |
| Publisher: | Springer Singapore |
| Publication: | December 26, 2016 |
| Imprint: | Springer |
| Language: | English |
Given the increasing speed of change and the information explosion around the world, this book draws attention to the practice of teaching for conceptual understanding, which has been heralded as an effective approach within many curriculum frameworks. This book is pivotal in documenting and analyzing efforts in creating concept-based curriculum and pedagogies for high ability learners. Contributors of this book discuss key concepts and trends in their curriculum development efforts for high ability learners, as well as the challenges and solutions in their work. Drawing from a wide group of educators – practitioners, curriculum writers, administrators and researchers – this book has assembled together a range of perspectives on the processes, outcomes and implications of using concept-based curriculum and pedagogies in a dynamic educational landscape. These informed perspectives highlighted by the contributors will prove insightful and inspirational to practitioners, policy makers and other stakeholders alike.
Given the increasing speed of change and the information explosion around the world, this book draws attention to the practice of teaching for conceptual understanding, which has been heralded as an effective approach within many curriculum frameworks. This book is pivotal in documenting and analyzing efforts in creating concept-based curriculum and pedagogies for high ability learners. Contributors of this book discuss key concepts and trends in their curriculum development efforts for high ability learners, as well as the challenges and solutions in their work. Drawing from a wide group of educators – practitioners, curriculum writers, administrators and researchers – this book has assembled together a range of perspectives on the processes, outcomes and implications of using concept-based curriculum and pedagogies in a dynamic educational landscape. These informed perspectives highlighted by the contributors will prove insightful and inspirational to practitioners, policy makers and other stakeholders alike.
