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Curriculum planning --- Curriculum planning. --- Curriculum development --- Education --- Instructional systems --- Planning --- Curricula --- Design --- curriculum studies --- educational discourse --- pedagogy --- curriculum theory --- curriculum philosophy --- curriculum debate --- Teaching

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This book combines the ideologies of parentocracy and consumer theory as theoretical lenses to view the private supplementary tutoring, also known as shadow education, with a focus on the demand at primary and lower secondary levels in China. It first explains parents’ motivations of seeking private tutoring and their decision-making dynamics, and then explores the evolving micro-level process of demand that has changed over time. It further investigates how demand for private tutoring varies across parental socioeconomic status. This book also discusses parents’ attitudes towards the Double Reduction policy and corresponding changes in their demand for tutoring. It concludes with some implications for regulating private tutoring and for improving school education. This book has pertinence in other countries as well as in China. Unpacking the demand for tutoring improves understanding of the global expansion and changing shapes of the phenomenon. Researchers, educational policy-makers, teachers, tutors, consultants, and other educational practitioners interested in the topic of private tutoring will find this work thought-provoking, instructive and informative.

Curriculum development --- Educational sciences --- scholen --- curriculumontwikkeling --- Education—Curricula. --- Schools. --- Curriculum Studies. --- School and Schooling. --- Education --- Tutoria (Ensenyament) --- Presa de decisions --- Relacions família-escola --- Pares i fills --- Xina

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In a context in which explicit attention to the curriculum has been sidelined in universities’ strategy, this book makes an argument for why curriculum matters, both in understanding the effects of unbundled online learning and more broadly. It takes up two particular curriculum issues which are amplified in an unbundled context: differences in the formulation of curriculum between disciplines and professional fields, and the extent these are recognised in university strategy; and the push for constructivist pedagogies, and its effects on curriculum construction. Since the onslaught of MOOCs in 2012, unbundled forms of online learning offered via partnerships with external online program management and MOOC providers have grown significantly across the university sector. There has been much debate about the implications of these partnerships but the focus has predominantly been on the engagement of students and their learning. This book takes a different and novel approach, looking instead at the effects on curriculum and knowledge. Drawing on selected case studies, the book reflects on how university leaders and academics engaged with MOOCs and other forms of unbundled online learning in the early 2010s, and the effects of these reforms on curriculum practice. It captures in detail the complex and difficult work involved in university curriculum making in a way rarely seen in discussions of higher education. And it generates new in-sights about some of the critical problems manifest in the ongoing moves to embrace unbundled online learning today.

Curriculum development --- Teaching --- Higher education --- HO (hoger onderwijs) --- onderwijs --- opvoeding --- curriculumontwikkeling --- Education, Higher. --- Education --- Education. --- Higher Education. --- Curriculum Studies. --- Curricula. --- Cursos en línia oberts i massius --- Universitats --- Currículums (Ensenyament)

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This book offers an important contribution to the field of curriculum studies and higher education by examining the impacts of colonialism and neoliberalism in the South African education system and addressing ways to decolonise curriculum and teaching. Drawing on Pinar's work in curricular theory, the authors call for integrating self-reflective curriculum development into the national curriculum process to promote indigenous education and knowledge.

Philosophy --- Curriculum development --- Teaching --- Higher education --- HO (hoger onderwijs) --- onderwijsfilosofie --- curriculumontwikkeling --- Education—Curricula. --- Education, Higher. --- Philosophy, African. --- Education—Philosophy. --- Curriculum Studies. --- Higher Education. --- African Philosophy. --- Educational Philosophy. --- Education --- Educació superior --- Currículums (Ensenyament) --- República de Sud-àfrica

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This book critically examines four areas common to visual arts curricula: the elements of art and principles of design, the canons of human proportions, linear perspective, and RYB color theory. For each, the author presents a compelling case detailing how current art teaching fails students, explores the history of how it came to be part of the discourse, and then proffers cognitivist and holistic alternatives. This book provides a framework for teachers and teacher-candidates to shape how they advocate for intellectual rigor and embodied learning and, importantly, how they can subvert an existing curriculum to better meet the educational needs of their students.

Art --- Study and teaching. --- Art education --- Education, Art --- Art schools --- Analysis, interpretation, appreciation --- Education --- Art education. --- Curriculums (Courses of study). --- Education—Curricula. --- Higher education. --- Creativity and Arts Education. --- Curriculum Studies. --- Higher Education. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Instructional systems --- Curricula --- Education, Higher. --- Curricula.