MARC details
| 000 -LEADER |
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| fixed length control field |
02369nam a2200217 a 4500 |
| 001 - CONTROL NUMBER |
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| control field |
51876 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
0000000000 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20240308002344.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
200729n s 000 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
978-3-030-20061-9 |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning |
| Medium |
[electronic resource] / |
| Statement of responsibility, etc. |
Jules Pieters, Joke Voogt and Natalie Pareja Roblin. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
New York : |
| Name of publisher, distributor, etc. |
Springer, |
| Date of publication, distribution, etc. |
2019. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
1 online resource. |
| 500 ## - GENERAL NOTE |
|---|
| General note |
This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co- )design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change. Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Heading Usage Count FAST ID Teacher participation in curriculum planning. |
| Source of heading or term |
sears |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Curriculum planning. |
| Source of heading or term |
sears |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Education. |
| Source of heading or term |
sears |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Teachers--Education (Continuing education) |
| Source of heading or term |
sears |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://drive.google.com/file/d/1qwWmvYXZ2hQD_vCBWl3wqM3-FU63QcNt/view?usp=share_link">https://drive.google.com/file/d/1qwWmvYXZ2hQD_vCBWl3wqM3-FU63QcNt/view?usp=share_link</a> |
