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Ajouter au panierPaperback or Softback. Etat : New. Towards Powerful Educational Knowledge: Perspectives from Educational Foundations, Curriculum Theory and Didaktik. Book.
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Ajouter au panierPaperback. Etat : Brand New. 124 pages. 9.68x6.87x9.61 inches. In Stock.
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Ajouter au panierEtat : New. 1st edition NO-PA16APR2015-KAP.
Langue: anglais
Edité par Taylor and Francis Ltd, GB, 2024
ISBN 10 : 1032712783 ISBN 13 : 9781032712789
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Ajouter au panierHardback. Etat : New. 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.
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Ajouter au panierHardcover. Etat : Brand New. 127 pages. 9.69x6.88x10.00 inches. In Stock.
Langue: anglais
Edité par Taylor and Francis Ltd, GB, 2024
ISBN 10 : 1032712783 ISBN 13 : 9781032712789
Vendeur : Rarewaves.com UK, London, Royaume-Uni
EUR 232,81
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Ajouter au panierHardback. Etat : New. 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.
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Ajouter au panierEtat : New. 2024. 1st Edition. hardcover. . . . . . Books ship from the US and Ireland.
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Edition originale
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Ajouter au panierEtat : New. 2024. 1st Edition. hardcover. . . . . .
Langue: anglais
Edité par Taylor & Francis Ltd, London, 2025
ISBN 10 : 1032712791 ISBN 13 : 9781032712796
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Ajouter au panierPaperback. Etat : 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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EUR 66,01
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Ajouter au panierPAP. Etat : New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
Vendeur : PBShop.store UK, Fairford, GLOS, Royaume-Uni
EUR 63,05
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Ajouter au panierPAP. Etat : New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.