Alison Waterhouse, "Weaving Wellbeing into the Literacy Curriculum for Ages 5-7: A Practical Resource for Busy Teachers "
English | ISBN: 1032079223 | 2023 | 258 pages | PDF | 29 MB
Combining literacy lessons with wellbeing, this accessible guide, full of practical lesson plans and photocopiable activities is the ideal resource for the busy primary school teacher. Using popular children's books to explore themes such as relationships, friendship, listening, anxiety, sadness, resilience and confidence, each book focuses on the key areas shown to impact mental health and wellbeing to enable children to explore and think about difficult things.

Pam Goble Ed.D., "Making Curriculum Pop: Developing Literacies in All Content Areas "
English | ISBN: 1631980610 | 2015 | 224 pages | EPUB | 11 MB
From body art to baseball cards, comics to cathedrals, pie charts to power ballads . . . students need help navigating today's media-rich world. And educators need help teaching today's new media literacy. To be literate now means being able to read, write, listen, speak, view, and represent across all media-including both print and nonprint texts, such as film, TV, podcasts, websites, visual art, fashion, architecture, landscape, and music. This book offers secondary teachers in all content areas a flexible, interdisciplinary approach to integrate these literacies into their curriculum. Students form cooperative learning groups to evaluate media texts from various perspectives (artist, producer, sociologist, sound mixer, economist, poet, set designer, and more) and show their thinking using unique graphic organizers aligned to the Common Core State Standards

Last updated 12/2020
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A Time-Tested and Research Based Approach To Making Difficult Concepts Easy To Understand

Philip Hui Li, "The Glocalization of Early Childhood Curriculum "
English | ISBN: 1032229500 | 2023 | 178 pages | PDF | 5 MB
With empirical evidence and theoretical critique, this book unveils the myths and debates (e.g., child-centeredness versus teacher-directedness) about early childhood curricula, revealing their unique social, cultural, and historical roots.

Curriculum as Spaces: Aesthetics, Community, and the Politics of Place By David M. Callejo Pérez, Donna Adair Breault, William White
2014 | 119 Pages | ISBN: 1433125110 | PDF | 5 MB
This book has won the «O.L. Davis, Jr. Outstanding Book Award» 2015 from the American Association for Teaching and Curriculum (AATC) Curriculum as Spaces: Aesthetics, Community, and the Politics of Place can be viewed as a holistic approach to education, conservation, and community development that uses place as an integrating context for learning. It argues that curriculum and place is a much deeper subject, with roots in aesthetics, community, and politics that go beyond the individual and profoundly address the formation of our current belief system. Despite the unique efforts described in this book to address the curriculum of space, major issues persist in our educational system. First, the rigor of curriculum studies is not usually applied to this complex field that encompasses philosophy, aesthetics, geography, social theory, and history. Second, the conflict caused by studying the place without contextualizing it within the larger social milieu ignores the nuances of our intimately global social network. Third, current responses ignore the uncritical assessment of underrepresented groups within the theoretical landscape. With these problems in mind, Curriculum as Spaces introduces foundational principles that ask us to imagine the full realization of curriculum spaces and show us how to examine the philosophical and cultural roots of these most essential principles.

Pedagogical Matters: New Materialisms and Curriculum Studies By Nathan Snaza (editor), Debbie Sonu (editor), Sarah E. Truman (editor), Zofia Zaliwska (editor)
2016 | 214 Pages | ISBN: 1433131331 | PDF | 16 MB
This edited collection takes up the wild and sudden surge of new materialisms in the field of curriculum studies. New materialisms shift away from the strong focus on discourse associated with the linguistic or cultural turn in theory and toward recent work in the physical and biological sciences; in doing so, they posit ontologies of becoming that re-configure our sense of what a human person is and how that person relates to the more-than-human ecologies in which it is nested. Ignited by an urgency to disrupt the dangers of anthropocentrism and systems of domination in the work of curriculum and pedagogy, this book builds upon the axiom that agency is not a uniquely human capacity but something inherent in all matter. This collection blurs the boundaries of human and non-human, animate and inanimate, to focus on webs of interrelations. Each chapter explores these questions while attending to the ethical, aesthetic, and political tasks of education―both in and out of school contexts. It is essential reading for anyone interested in feminist, queer, anti-racist, ecological, and posthumanist theories and practices of education.

Science Curriculum for the Anthropocene, Volume 1
by Xavier Fazio
English | 2022 | ISBN: 3031142861 | 167 pages | True PDF EPUB | 9.6 MB

Marjorie Kostelnik, "Developmentally Appropriate Curriculum: Pearson New Internat"
English | 2013 | pages: 467 | ISBN: 129204165X | PDF | 13,7 mb

Children's Interests, Inquiries and Identities: Curriculum, Pedagogy, Learning and Outcomes in the Early Years By Helen Hedges
2022 | 192 Pages | ISBN: 0367689820 | PDF | 4 MB
Children's Interests, Inquiries, and Identitiesargues that the powerful relationship between interests and informal learning has been under-recognised and undervalued. The book proposes new principles for understanding children's learning.

The Curriculum History of Canadian Teacher Education By Theodore Michael Christou (editor)
2017 | 288 Pages | ISBN: 1138221023 | PDF | 2 MB
Organized by region, this edited collection provides a comprehensive look at how teacher education has evolved regionally and nationally in Canada. Offering an in-depth look at specific provinces and territories, this volume contextualizes the landscape of Canadian public education and the place of teacher education within it. Shedding light on the ways Canadian teacher education was shaped by and in turn influenced its environment, contributors evaluate the current state of education and consider themes, tensions, and historical developments, presenting a view of teacher education that encompasses both its future and its past. A significant contribution to the field of curriculum history, this bookoffers a benchmark for conversations about the purposes, means, and ends of teacher education in Canada.