International perspectives on knowledge and curriculum epistemic quality across school subjects
"Drawing on the idea of powerful knowledge, this book interrogates the epistemic quality of education in schools, in terms of what students are expected to know, make sense of and be able to do through the curriculum. In doing so the authors acknowledge the significance of transformation proces...
| Other Authors: | , , , |
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| Format: | eBook |
| Language: | English |
| Published: |
London
Bloomsbury Academic
2022, 2022
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| Subjects: | |
| Online Access: | |
| Collection: | Bloomsbury Education and Childhood Studies - Collection details see MPG.ReNa |
Table of Contents:
- Includes bibliographical references and index
- Foreword / David Lambert
- Researching powerful knowledge and epistemic quality across school subjects / Niklas Gericke, Brian Hudson, Christina Olin-Scheller and Martin Stolare
- Evaluating epistemic quality in primary school mathematics in Scotland / Brian Hudson
- Epistemic quality of physical education in a high school in France / Monique Loquet, Brian Hudson and Anke Wegner
- Epistemic quality of language learning in a primary classroom in Germany / Anke Wegner, Brian Hudson and Monique Loquet
- Powerful knowledge of language and migration in Norwegian and Swedish textbooks / Birgitta Ljung Egeland and Lise Iversen Kulbrandstad
- Powerful reading and epistemic quality in first language and literature education / Satu Grünthal, Pirjo Hiidenmaa and Liisa Tainio
- Teaching practices in transformation in connected social science Swedish classrooms / Marie Nilsberth, Christina Olin-Scheller and Martin Kristiansson
- Epistemic quality in the intended mathematics curriculum and implications for policy / Jennie Golding
- A material-dialogic perspective on powerful knowledge and matter within a science classroom / Mark Hardman, John-Paul Riordan and Lindsay Hetherington
- Investigating the nature of powerful knowledge and epistemic quality in education for sustainable development / Per Sund and Niklas Gericke
- Trajectories of epistemic quality and powerful knowledge across school subjects / Niklas Gericke, Brian Hudson, Christina Olin-Scheller and Martin Stolare