Rethinking teaching and teachers: Bringing content back into conversation
暂无分享,去创建一个
[1] Simone Weil. Spiritual Autobiography , 2019, Waiting for God.
[2] Zongyi Deng. Pedagogical content knowledge reconceived: Bringing curriculum thinking into the conversation on teachers' content knowledge , 2017 .
[3] Zongyi Deng. Bringing knowledge back in: perspectives from liberal education , 2017 .
[4] G. Whitty,et al. Knowledge traditions in the study of education , 2017 .
[5] Rose M. Ylimaki,et al. Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership , 2017 .
[6] Joseph J. Schwab. EROS AND EDUCATION: A DISCUSSION OF ONE ASPECT OF DISCUSSION , 2016 .
[7] Zongyi Deng. Content, Joseph Schwab and German Didaktik , 2015 .
[8] Johan Muller,et al. Curriculum and the Specialization of Knowledge: Studies in the sociology of education , 2015 .
[9] M. Young,et al. Knowledge and the Future School: Curriculum and social justice , 2014 .
[10] M. Young,et al. On the powers of powerful knowledge , 2013 .
[11] R. Künzli. Memorizing a memory: Schwab’s the Practical in a German context , 2013 .
[12] Michael Young. Overcoming the crisis in curriculum theory: a knowledge-based approach , 2013 .
[13] G. Biesta. Giving Teaching Back to Education: Responding to the Disappearance of the Teacher , 2013 .
[14] Ian Westbury,et al. Didaktik as a Theory of Education: Erich Weniger , 2012 .
[15] Lyn Yates,et al. The Absence of Knowledge in Australian Curriculum Reforms , 2010 .
[16] Gert Biesta,et al. Good Education in an Age of Measurement: Ethics, Politics, Democracy , 2010 .
[17] Zongyi Deng. The formation of a school subject and the nature of curriculum content: an analysis of liberal studies in Hong Kong , 2009 .
[18] M. Young. Education, globalisation and the ‘voice of knowledge’ , 2009 .
[19] A. Dworkin,et al. International handbook of research on teachers and teaching , 2009 .
[20] S. Hopmann. No child, no school, no state left behind: schooling in the age of accountability 1 , 2008 .
[21] G. Yonge,et al. The significance of the concepts ‘elemental’ and ‘fundamental’ in didactic theory and practice , 2008 .
[22] M. Young. What are schools for , 2007 .
[23] Michael Young,et al. EXTENDED REVIEW , 2007 .
[24] Stefan Hopmann,et al. Restrained Teaching: The Common Core of Didaktik , 2007 .
[25] Amnon Karmon. “Institutional Organization of Knowledge”: The Missing Link in Educational Discourse , 2007, Teachers College Record: The Voice of Scholarship in Education.
[26] Wolfgang Klafki. Didaktik analysis as the core of the preparation of instruction , 2006 .
[27] D. Levine. Powers of the Mind: The Reinvention of Liberal Learning in America , 2006 .
[28] Gert Biesta,et al. Against learning. Reclaiming a language for education in an age of learning , 2004 .
[29] David Hamilton,et al. The pedagogic paradox (or why no didactics in England , 1999 .
[30] Christoph Luth. On Wilhelm von Humboldt's Theory of Bildung , 1998 .
[31] Thomas L. Good,et al. International handbook of teachers and teaching , 1997 .
[32] W. Reid. Democracy, Perfectability, and the Battle of the Books: Thoughts on the Conception of Liberal Education in the Writings of Schwab , 1980 .
[33] Gary D. Fenstermacher. The Nature of Science and Its Uses for Education: Remarks on the Philosophical Import of Schwab's Work , 1980 .
[34] Joseph J. Schwab. The Practical 3: Translation into Curriculum , 1973, The School Review.
[35] Joseph J. Schwab. The Practical: A Language for Curriculum , 1969, The School Review.
[36] Joseph J. Schwab. College Curriculum and Student Protest , 1969 .