Text

Equity, teaching practice and the curriculum : exploring differences in access to knowledge

---

This book explores how different classroom discourses and concepts of knowledge permeate teaching in high- and low-performance classrooms. Drawing on empirical research from classrooms in Sweden, it presents a theory-based framework for classroom research. The book examines the central concepts of knowledge, curriculum, pedagogy and equity to discuss differences in access to knowledge and the implications of these differences for students’ future opportunities and wellbeing. It analyses the relationships between different teaching factors and discusses teaching from democratic perspectives developed within curriculum theory. Combining insights from curriculum theory with insights from sociolinguistic and sociocultural classroom research, this project breaks new ground in how knowledge from curriculum content is recontextualised into concrete teaching practices in the context of a standards-based curriculum. Providing valuable insights into the intersections between classroom practice, student performance and teacher expectations, this book will be of great interest to academics, researchers and post-graduate students in the fields of curriculum research, education policy, teacher education and classroom practice.

---

Availability

No copy data

Detail Information

Series Title

Routledge Research in Education

Call Number

371.102 EQU q

Publisher

New York : Tayor and Francis., 2022

Collation

XI, 158 p.

Language

English

ISBN/ISSN

9781003218067

Classification

371.102

Content Type

-

Media Type

-

Carrier Type

-

Edition

-

Subject(s)

Curriculum
Teaching Practice

Specific Detail Info

-

Statement of Responsibility

-

Other version/related

File Attachment

Comments

---

You must be logged in to post a comment