From medieval thinkers to James Baldwin, loving one’s country has never meant you can’t be critical of it too.
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Artículos sobre Curriculum
Mostrando 41 - 60 de 149 artículos
The UK government has published new guidance barring materials produced by groups opposed to capitalism from schools.
In a recent survey, 64% of youths said they’ve experienced bushfires, heatwaves and drought in the past three years. But 88% believe they’re not taught to protect themselves and their communities.
The fact that teachers in Uganda’s rural schools weren’t trained in the local language means they can’t teach children in their mother tongue and this leads to poor literacy acquisition.
Despite calls for climate change to be part of our education, Australia has not designed, implemented nor funded a coherent, educational approach to our climate emergency.
The questions in the NAPLAN numeracy tests are often years behind the level of mathematics students following the curriculum are studying that year.
The number of students achieving GCSEs in technical and creative subjects along with religious education has declined yet again.
Poor understanding can be put down to the content in Kenyan schools’ curricula.
The link between empire, inequality – and Brexit.
It’s taken more than 30 years for Welsh education to be overhauled – but will these changes benefit pupils?
Culturally-responsive student assessment and evaluation is key to student success in diverse, globalized societies.
National programs have not yielded improved achievement rates in schools. We need to empower local people to take responsibility and collaborate to develop programs.
Food education in Australia tends to be patchy, and doesn’t fully met the present and future life needs of students and their families.
Is it really the best use of time for children, teachers and parents?
By changing the curriculum, Scotland acknowledges that society has always been diverse – and that will help more young people feel accepted.
To grasp how extraordinary evils are often committed by ordinary people, we need to consider how we define evil, and most importantly, whom we consider to be the agents of evil.
The NSW government will review the K-12 curriculum over the next 18 months. Simplistic approaches may suggest reducing the number of subjects, but this would be a backward step.
Curriculum structure and flexibility can play a crucial role in students’ progression and success.
The subject of Technology can be used to support and develop pupils’ entrepreneurial skills.
Should the teacher be a sage on the stage or a guide on the side? Neither, it seems.
Principales colaboradores
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Adjunct Professor, University of Technology Sydney
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Programme Leader, MA in Educational Assessment, UCL
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Emeritus Professor of Education, University of Derby
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Campus and Secondary Principal at the International School of Geneva's La Grande Boissière, Research Associate at the University of Geneva's department of Education and Psychology, Université de Genève, Université de Genève
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Professor of Secondary Education, Faculty of Education, University of Alberta
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Associate Professor, School of Education, Aarhus University
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Professor, University of Cape Town
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Senior Lecturer in Philosophy and Education; Curriculum Director, UQ Critical Thinking Project, The University of Queensland
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Lecturer in Education, University of Newcastle
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Professor of Social Impact, University of Technology Sydney
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CEO of Smart Sparrow and Adjunct Lecturer, School of Computer Science and Engineering, UNSW Sydney
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Senior Lecturer in Humanities and Social Sciences, Faculty of Education, University of Tasmania
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Honorary Professor of Education, Victoria University
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President and Vice Chancellor, Monash University
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Chair of Education (assessment) Melbourne Graduate School of Education, The University of Melbourne
