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Students in Scotland (United Kingdom) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries.
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Que faut-il enseigner, comment l'enseigner et comment organiser la progression des apprentissages ? Quels sont les rapports entre le curriculum officiel prescrit, le curriculum effectivement enseigné et le curriculum évalué ? Comment les évaluations des acquis des élèves, celles du travail des enseignants et celles du fonctionnement des établissements sont-elles utilisées dans le pilotage des systèmes éducatifs ? Cet ouvrage réunit un ensemble de réflexions théoriques et d'études empiriques permettant de faire le point sur la manière dont ces trois questions sont aujourd'hui abordées par la recherche en sciences de l'éducation. Contrastées tant du point de vue conceptuel que méthodologique, ces recherches ouvrent le débat sur les principales tensions qui traversent la construction du curriculum : entre une position technologique et une approche qui souligne les enjeux sociaux ; entre prescriptions des autorités et pratiques effectives ; entre gestion du curriculum par les moyens et gestion par les résultats. Au-delà des controverses disciplinaires, le lecteur découvrira par quels processus, sous l'effet de quelles pressions, au prix de quels conflits et en fonction de quels enjeux, les curriculums se transforment. Il trouvera des pistes permettant d'articuler les points de vue sociologique, psychologique, philosophique et didactique dans le traitement de la question du curriculum. Il constatera également que les recherches actuelles sur le curriculum proposent un changement de perspective. Elles ne visent plus le contrôle de la planification et de la réalisation des curriculums, mais cherchent plutôt à comprendre ces processus de manière à fournir, par des analyses effectives des pratiques, de nouvelles références pour le travail des professionnels et le pilotage des systèmes éducatifs. Cet ouvrage s'adresse à toux ceux qui s'intéressent à la construction et à la planification des contenus d'enseignement.
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The research and debates surrounding curriculum, pedagogy and assessment are ever-growing and are of constant importance around the globe. With two volumes - containing chapters from highly respected researchers, whose work has been critical to understanding and building expertise in the field - this handbook focuses on examining how curriculum is treated and developed, and its impact on pedagogy and assessment worldwide.
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Access to quality childcare is critical for improving child development outcomes and ensuring that the next generation of Bangladeshi children are better prepared to contribute as active citizens. Child caregivers play a pivotal role in developing children's physical and cognitive growth in the early years of life. Moreover, access to quality childcare has been linked to higher women's labor force participation and better economic growth. However, there remains a knowledge gap in the area of child caregiver skills, globally and particularly in the case of Bangladesh. In the case of Bangladesh, there is critical need to understand the complex child caregiver training structure and means to improve the system in helping the country ensure better child development outcomes, higher female workforce participation and ultimately its goal of becoming a developed country in the next two decades. This study uses a mixed method approach to - first, understand the current status of child caregivers and childcare services in Bangladesh and second, assess the current training programs available and opportunities for professional development for the childcare workforce. The study investigates the socio-economic profiles; training acquired and perceptions of skills gaps and the environment in which child caregivers and center managers operate across different types of providers. The key recommendations emerging from the study are then discussed along four areas: polices, quality caregivers, pedagogical approach and enabling environment.
Curriculum-based assessment. --- Criterion-referenced tests.
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"Authors Amy Heineke and Jay McTighe provide the answers by adding a "lens on language" to the widely used Understanding by Design® framework for curriculum design, which emphasizes teaching for understanding, not rote memorization"--
Curriculum planning --- Curriculum-based assessment --- Multicultural education --- Minorities --- Linguistic minorities --- Education
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Curriculum change --- Curriculum-based assessment --- Educational change --- Educational tests and measurements --- Lerarenopleiding --- algemeen.
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Thousands of educators worldwide are already using Grant Wiggins and Jay McTighe's Understanding by Design (UbD) as a framework for designing curriculum units, performance assessments, and instruction that lead students to deep understanding of content. This book, based on data gathered from surveys, interviews, and focus group discussions, reflects what educators have learned about effective UbD implementation and explores how schools and districts can leverage UbD principles to improve student achievement, staff performance, and organizational productivity. Educators who have used the UbD framework for several years in various school settings present advice, strategies, and processes for using Understanding by Design to* Design purposeful, coherent curricula* Deliver instruction that promotes understanding for all* Unpack district standards* Expand assessment repertoires* Create meaningful and effective professional development and teacher-induction programs* Sustain a successful process of continuous improvement and strategic planning.Each chapter concludes with organization-focused assessment questionnaires and related resources that can help you-as an individual or as a member of a study group or action research team-develop a clear, strategic sense of how to make the most of Understanding by Design as a catalyst for real learning, increased student achievement, and school and district renewal.John L. Brown is an educational consultant for ASCD, where he works with product and professional development and serves as a member of the national training cadres for Understanding by Design and What Works in Schools.
Curriculum planning --- Curriculum-based assessment --- Learning. --- Comprehension. --- Understanding --- Apperception --- Learning, Psychology of --- Memory --- Learning process --- Comprehension --- Education --- Wiggins, Grant P.,
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Wiggins and McTighe provide an expanded array of practical tools and strategies for designing curriculum, instruction, and assessments that lead students at all grade levels to genuine understanding.
Curriculum planning --- Curriculum-based assessment --- Learning. --- Comprehension --- Libros electrónicos --- Planeamiento curricular --- Aprendizaje --- Comprensión --- Understanding --- Apperception --- Learning, Psychology of --- Memory --- Learning process --- Education --- Comprehension.
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