Full Description
Given the increasing speed of change and the information explosion around the world, this book draws attention to the practice of teaching for conceptual understanding, which has been heralded as an effective approach within many curriculum frameworks. This book is pivotal in documenting and analyzing efforts in creating concept-based curriculum and pedagogies for high ability learners. Contributors of this book discuss key concepts and trends in their curriculum development efforts for high ability learners, as well as the challenges and solutions in their work. Drawing from a wide group of educators - practitioners, curriculum writers, administrators and researchers - this book has assembled together a range of perspectives on the processes, outcomes and implications of using concept-based curriculum and pedagogies in a dynamic educational landscape. These informed perspectives highlighted by the contributors will prove insightfuland inspirational to practitioners, policy makers and other stakeholders alike.
Contents
Theory, Research and Conceptions of Curriculum for High Ability Learners: Key Findings, Issues and Debates.- Concept-based Curriculum and the Teacher: Galvanising Teacher Agency.- Designing and Implementing Concept-based Curriculum.- Concept-based Curriculum Design and Practice in the United States.- Concept-based Curriculum: An Australian Experience.- Developing Science Curriculum for Gifted Learners in South Korea.- Leading a Radical Shift in the Education of High Ability Learners.- Designing a Concept-based Curriculum: The Raffles Girls School (RGS) Experience.- Concept-based Instruction in English: Issues and Challenges.- Processes and Issues in Concept-based Curriculum for the Humanities.- Working with Concept-based Curricula for Mathematics.- Processes and Issues in Concept-based Curriculum for Science.- Curriculum Evaluation.- Lessons Learned from Developing and Implementing the Concept-based Curriculum.
