Pensumplanlægning og pensumudvikling

This is a guide for revolutionaries who are seeking to create a local primary or mass organization. It details the ways in which members of USU Press have found it useful to organize toward study group formation, including rudimentary social investigations.Sample bylaws and rules of order have been provided as appendices.

This book offers pedagogic and governance foundations and guidelines for systemic education. It provides an overall systems-based picture of what formal education should be about, and of how things should be carried out in practice, in order to empower students ¿ and teachers ¿ for success in life. It transcends traditional disciplinary education, showing how systemic, praxis immersive, convergence education (SPICE) produces graduates who know how to think outside the box and excel in practical real-life situations. Drawing on philosophy, cognition, and the latest developments in neuroscience, the book calls for systemic pedagogical frameworks that allow for different curricula to be coherently and efficiently designed, and consistently and systematically deployed across different disciplines and various grade levels in the context of mind-and-brain based experiential learning ecologies.This volume is a major design and practice reference forschool teachers, university professors, graduate students, along with interested educators, educationists, and stakeholders in various sectors of society.

Improving the Relational Space of Curriculum Realisation outlines an approach to intervention that helps educators solve problematic patterns in their networks, leverage resources better within and across school networks, and embed relational conditions that are conducive to ambitious curriculum goals being realised.

This book is a guide for educators on how to develop and evaluate evidence-based strategies for teaching biological experimentation to thereby improve existing and develop new curricula. It unveils the flawed assumptions made at the classroom, department, and institutional level about what students are learning and what help they might need to develop competence in biological experimentation.Specific case studies illustrate a comprehensive list of key scientific competencies that unpack what it means to be a competent experimental life scientist. It includes explicit evidence-based guidelines for educators regarding the teaching, learning, and assessment of biological research competencies. The book also provides practical teacher guides and exemplars of assignments and assessments. It contains a complete analysis of the variety of tools developed thus far to assess learning in this domain.This book contributes to the growth of public understanding of biological issues including scientific literacy and the crucial importance of evidence-based decision-making around public policy. It will be beneficial to life science instructors, biology education researchers and science administrators who aim to improve teaching in life science departments.Chapters 6, 12, 14 and 22 are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

Jorge Lucero's publication Conceptualist Permissions for Teacher Posture was made on the occasion of the exhibition I Do/ We Do/ You Do at Center for Visual Art, Metropolitan State University of Denver, curated by Cecily Cullen and Katie Taft. The original drawings from the project were exhibited at the Center from May 18 to August 5, 2023.Funding for the exhibition was provided by Center for Visual Art, MSU Denver donors.Conceptualist Permissions for Teacher Posture is a selection of the "permissions" Jorge Lucero has taken from other creative practitioners for his own practice. These permissions can be understood as general recommendations (or open-ended directives) for the modification of a teacher's pedagogical posture in relation to the materiality of schooling. Teacher as Conceptual Artist is a lifelong project of learning how to work through the materiality of schooling for the sake of participating in contemporary art and educational discourses simultaneously. The project proposes answers to the questions: How can I be an artist who works with school as material? and How can I be a teacher as conceptual artist? By examining the overlap of teaching and conceptual art, Lucero has identified countless instances where what happens in schools turns into a pliable material that can be used for artistic inquiry and expression. This work sometimes happens with others and sometimes it is visible, but more often than not, the work happens-like teaching-in the "less nothing" invisible realm that Lucy Lippard identified in her germinal essay "the dematerialization of the art object".

"Schmoker demonstrates the opportunity for dramatic school improvement by juxtaposing the most effective educational practices with the more common but inferior practices in most schools"--

Simplicitus Altius is the companion book to Simplicitus: The Interconnected Primary Curriculum and Effective Subject Leadership. Building on the initial ideas from Simplicitus, this book now explores further challenges in effective curriculum design within primary including reading and its place in curriculum design, child development and movement, how to get started with writing your curriculum, how to produce usable, useful and workable documentation, planning for mixed age classes, and a complete evaluation section to get to the heart of your curriculum offer. Rooted in decades of experience and research, and packed full of exemplar materials and workable proformas, Altius unpicks and presents efficient solutions to some of the perennial issues faced by primary when designing a curriculum. The approaches contained within Simplicitus and Altius have been used successfully by hundreds of schools and thousands of primary colleagues both nationally and internationally to help design and evaluate their curriculum offer. Primary curriculum design can be challenging but it need not be difficult. It can be Simplicitus.

Huh is the Egyptian god of endlessness, creativity, fertility and regeneration. He is the deity Mary Myatt and John Tomsett have adopted as their god of the curriculum. Their Huh series of books focuses on how practitioners design the curriculum for the young people in their schools. The Huh project is founded on conversations with colleagues doing great work across the education sector. In SEND Huh, Mary Myatt and John Tomsett discuss curriculum provision for pupils with additional needs with some of the leading experts in the field. Mary and John interviewed pupils, parents, teachers, headteachers, CEOs, educational consultants and lecturers. They then edited the transcriptions of those interviews to provide an ambitious, thoughtful, nuanced and challenging vision of what the best possible provision looks like for children with additional learning needs. The challenging conversations that comprise SEND Huh paint an inspiring picture that is hugely hopeful for the future of SEND curriculum provision in our schools.

This title has been endorsed by Cambridge Assessment International Education.Deliver an exciting computing course for ages 11-14, building on students' existing computing skills and experience whilst demonstrating new concepts, with practice opportunities to ensure progression.- Recap and activate students' prior knowledge with 'Do you remember?' panels and introduce more advanced skills with 'Challenge yourself!' tasks.- Allow students to demonstrate their knowledge creatively with engaging end of unit projects that apply skills and concepts in a range of different contexts.- Develop computational thinking with an emphasis on broadening understanding throughout the activities.- Provide clear guidance on e-safety with a strong focus throughout.ContentsIntroduction1 Presenting choices: combining constructs2 Design your own network: shape and size3 Coding and testing: game development for the Micro:bit4 Drilling down: How the processor processes5 Big data modelling and analysis: databases and spreadsheets6 An array of skills: expert storytellingGlossaryIndex

They Don't Behave for Me supports teachers with some key behavioural scenarios - ranging from classroom disruption and rudeness, to bullying, fights, and even a lack of overall behavioural strategy at a school level. Sam Strickland draws on his own experience to illustrate 50 common situations that he has had to resolve, seek support with, or offer advice on, and which most teachers will face at some point as they progress through their career into middle and senior leadership. Each scenario is broken down into an outline of the issue, a what to do in the immediate now, and a follow-up set of next steps.We should never condone poor behaviour - but how do we keep going and find the answers to resolve things when they go wrong? This book will guide you from some of the key challenges regularly faced by teachers towards your own approach to effective behavioural management.

Who will you be? Orestes? The vain god, Apollo? The evil mom, Clytemnestra? A frightening Fury?!The Greek play The Oresteia like you have never experienced it before: quick, fun, and easy to understand.Designed for 5-25 actors, kids, families, or anyone who wants to enjoy and perform Aeschylus' Greek tragedy.The Oresteia is a play versatile enough for sibling fun, classes, drama groups, homeschool groups, or backyard performances. It's appropriate and fun for all ages! Plays range from 15 to 25 minutes.What you will get: Fun!3 hilarious melodramatic play modifications for 3 group sizes: 5-11 kids10-19 kids15-25 kidsActual lines from Aeschylus' play (translated by E.D.A. Morshead) highlighted for easy identificationCreatively funny and witty telling of the remaining storyA kid who loves Greek tragedies!This mini-melodramatic masterpiece is sure to spark a love of all classics for your child. Many classic novels and plays are difficult to read in class or watch on stage, and attempting to teach these to children can be even more challenging. But, as the author states in the book, "there is no better way to learn than to have fun!" Kids who have read or performed these plays continue to come back for more!NOTE: Copyright and performance licensing do apply if you are performing the script. Please check our FAQs for the latest costs. Discounts on digital scripts, photocopies, and performance licenses are available for educators. (homeschool, private, and public) Contact us directly for discounts.If you are performing, please purchase the appropriate number of copies for kids and directors. (10 kids = 10 copies)

This edited volume showcases current science education research in Canada, from pre-Kindergarten to Grade 7, conducted in Canada by a diverse group of researchers from across the country. We draw on the themes that emerged from our previous book, Science Education in Canada: Consistencies, Commonalities, and Distinctions, to guide the structure of this book on elementary science education research. In particular, chapters on science teacher preparation; Indigenous perspectives; environmental education; science, technology, engineering, and mathematics (STEM); and science, technology, society, and the environment (STSE) reflect a Canadian perspective. However, these themes are of global interest and authors include ideas for how science education research in Canada might be used by academics and researchers in other countries. This book builds a cohesive picture of current elementary science education research in Canada, highlighting themes that will resonate with international readers.

Idioms are sayings particular to a language and culture. They are baffling to language learners of all ages as they are encountered in casual conversations, read in books, heard from radio, television, and film. Idioms are everywhere.Enjoy these 32 cartoons that were drawn, and colored by pencil, from an ever growing list collected over the course of a year. May interesting ideas and conversations grow from looking at this book.

This reprint, titled "New approaches to Qur'anic hermeneutics in the Muslim world", discusses the approaches that play significant roles in modern Qur'anic interpretation in the Islamic world. The eleven articles in this reprint demonstrate the richness of resources in Qur'anic hermeneutics in the Muslim World. The authors from different backgrounds and regions have made a great contribution to Qur'anic studies and hermeneutics in the modern period. The following topics are covered throughout the reprint: Decolonizing Qur¿anic Studies, contextualist approach in the modern period and its theoretical origins in the classical Islamic scholarship, Qur'an hermeneutics and historicism (or contextualism in western context) in contemporary Turkey, transempirical exegesis in Said Nursi's Risale-i Nur Collection, F¿dil al-Samarr¿'¿'s (b. 1933) contribution to literary and rhetorical Qur'anic exegesis, Shia scholar Ayatollah Yusuf Sanei's (d.2020) broader jurisprudential approach, Comparative Theology and comparative readings (isr¿'¿liyy¿t and direct Bible citations) in Qur'anic exegesis with special reference to the narrative of Prophet Yäy¿ (John the Baptist) in the Qur'an and the Bible, critique of the concept of naskh (abrogation) in contemporary Qur'¿nic hermeneutics (När ¿¿mid Ab¿ Zayd's critique), thematic interpretation (tafs¿r maw¿¿'¿) in Indonesia in the 2000s, inclusive Islamic interpretations in the light of rationalistic Maturidite theology, and violence and jihad in Islam: From the war of words to the clashes of definitions.

The book contains a detailed overview of the Sale of goods at, 1930. The wole act is broken down into samll chunks with examples for better understanding of the students.

The Third edition of this well-received and widely used Handbook brings together an entirely new set of chapters, to reflect progress and new themes in the ten years to 2022. Building on the established structure of the first two Handbooks, the four sections focus in turn on: philosophy, history and theory development; fresh perspectives on policy and policy development; emerging programs and new approaches; and re-imagining lifelong learning for future challenges.The Handbook stimulates readers with fresh and timely insights, while exploring anew some enduring themes. New topics and themes introduced in all sections address lifelong learning challenges associated with climate change, the digital world, the rise of populism, migration and precarious living. The Handbook features learning innovations and evolving pedagogies such as intergenerational learning, art as pedagogy to promote public-mindedness, neuroscience enhancing learning effectiveness, and lifelong learning for sustainability. Policy responses to lifelong learning for work and well-being are debated.In state of the art contributions, authors from around the globe focus readers' attention on multifaceted processes, issues and decisions that must be better understood and enacted if inclusive development and fair access to lifelong learning are to become realities for us all.

This book discusses the issues of equity-based education in India and advocates for providing fair and inclusive system of education. It focuses on the practice of democratic education to promote critical thinking and develop problem-solving attitudes among learners in learner-centric classrooms.

This book argues that mathematical challenge can be found at any level and at every age and constitutes an essential characteristic of any mathematics classroom aimed at developing the students¿ mathematical knowledge and skills. Since each mathematics classroom is heterogeneous with respect to students¿ mathematical potential, quality mathematical instruction results from matching the level of mathematical challenge to different students¿ potential. Thus, effective integration of mathematical challenge in the instructional process is strongly connected to the equity principle of mathematics education. In the three sections in this volume readers can find diverse views on mathematical challenges in curriculum and instructional design, kinds and variation of mathematically challenging tasks and collections of mathematical problems. Evidence-based analysis is interwoven with theoretical positions expressed by the authors of the chapters. Cognitive, social and affective characteristicsof challenging mathematical activities are observed and analyzed. The volume opens new avenues of research in mathematics education, and pose multiple questions about mathematical instruction rich in mathematical challenge for all. The authors invite readers to explore and enjoy mathematical challenges at different levels.

This book explores the contribution to education contained in the theoretical work and teaching practice of Matthew Lipman (1923-2010) and Ann Margaret Sharp (1942-2010). Their long-lasting cooperation gave rise to the well-known ¿Philosophy for Children¿ (P4C) curriculum, which is nowadays globally widespread. P4C basically relies on the following innovations: firstly, the unprecedented connection between philosophy and childhood; secondly, the reframing of philosophy in practical, viz., not reductively theoretical terms; thirdly, the employment of philosophy to foster democracy and moral capabilities through the development of children¿s thoughtfulness and autonomous thinking, which would eventually result in empowering children¿s social abilities and increasing their self-defence against consumerism, propaganda, and manipulation; finally, the stand against a strictly cognitivist approach to education. More than just contextualizing these innovations in the coeval historical and social context, the author shows that P4C¿s revolutionary stance on education relies on the fruitfulness of Lipman and Sharp¿s intellectual cooperation and on their manifold abilities as researchers, teachers, trainers, communicators, motivators, and community-builders. The book analyzes their philosophical-educational vision and the scholastic curriculum they developed jointly; additionally, it provides a critical appraisal of P4C¿s achievements as well as of its future perspectives.

This book offers a new approach to workforce education for youth. It provides meaningful and essential insight into educational systems and practices through cases of vocational and technical education in the People's Republic of China, the Republic of Italy, and the United States of America. The cases describe the history of the multi-faceted vocational systems and provide, in doing so, a springboard for this new work. A conceptual framework comprised of the cognitive, psychological, and social building blocks of individual development explains the multifaceted dimensions of youth that contribute to the policies and practices of traditional adolescent educational models. The framework extends that base by drawing on a multidisciplinary collection of research from both sociology and business to create a new transdisciplinary model for educational practice. It highlights the important but often under-studied relationship between educational institutions and workplaces. The book culminates in an original model, Community Works, which advances both formal and non-formal educational programming and curricula. The model details a practical program for youth, including roles and responsibilities of all stakeholders, and a curricular map, information on lesson planning, varieties of instructional strategies, and tools for assessment and evaluation for professionals.

The international New Math developments between about 1950 through 1980, are regarded by many mathematics educators and education historians as the most historically important development in curricula of the twentieth century. It attracted the attention of local and international politicians, of teachers, and of parents, and influenced the teaching and learning of mathematics at all levels¿kindergarten to college graduate¿in many nations. After garnering much initial support it began to attract criticism. But, as Bill Jacob and the late Jerry Becker show in Chapter 17, some of the effects became entrenched.This volume, edited by Professor Dirk De Bock, of Belgium, provides an outstanding overview of the New Math/modern mathematics movement. Chapter authors provide exceptionally high-quality analyses of the rise of the movement, and of subsequent developments, within a range of nations.The first few chapters show how the initial leadership came from mathematicians in European nations and in the United States of America. The background leaders in Europe were Caleb Gattegno and members of a mysterious group of mainly French pure mathematicians, who since the 1930s had published under the name of (a fictitious) ¿Nicolas Bourbaki.¿ In the United States, there emerged, during the 1950s various attempts to improve U.S. mathematics curricula and teaching, especially in secondary schools and colleges. This side of the story climaxed in 1957 when the Soviet Union succeeded in launching ¿Sputnik,¿ the first satellite. Undoubtedly, this is a landmark publication in education. The foreword was written by Professor Bob Moon, one of a few other scholars to have written on the New Math from an international perspective. The final ¿epilogue¿ chapter, by Professor Geert Vanpaemel, a historian, draws together the overall thrust of the volume, and makes links with the general history of curriculum development, especially in science education, including recent globalization trends.