By Liang See Tan, Letchmi Devi Ponnusamy, Chwee Geok Quek
Given the expanding pace of swap and the knowledge explosion around the globe, this publication attracts awareness to the perform of training for conceptual figuring out, which has been heralded as a good procedure inside of many curriculum frameworks. This publication is pivotal in documenting and reading efforts in developing concept-based curriculum and pedagogies for prime skill rookies. members of this ebook talk about key techniques and traits of their curriculum improvement efforts for prime skill novices, in addition to the demanding situations and options of their paintings. Drawing from a large crew of educators – practitioners, curriculum writers, directors and researchers – this e-book has assembled jointly quite a number views at the tactics, results and implications of utilizing concept-based curriculum and pedagogies in a dynamic academic panorama. those proficient views highlighted via the individuals will end up insightful and inspirational to practitioners, coverage makers and different stakeholders alike.
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Additional info for Curriculum for High Ability Learners: Issues, Trends and Practices
Thus a chordal triad of agency is espoused, where all three dimensions resonate but not always harmoniously. This triad also sheds more light on the subjectivities of agentic action in the real world. 963). Another recent theory posits a professional’s agentic work as temporally embedded, so that the past training and background, current conditions and the future expectations are all considered and contribute to professional work (Eteläpelto, Vähäsantanen, Hökkä, & Paloniemi, 2013). Thus whilst agency lives within the individual, each professional’s practice happens in the midst of the socio-cultural conditions of the workplace as well as the professional identity, knowledge and competencies, and experience that make up professional practice.
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Efficiency and innovation in transfer. 1–51). Greenwich, CT: Information Age Publishing Inc. R. (2003). Intentional conceptual change. Mahwah, NJ: Erlbaum. (1994). Misconceptions reconceived: A constructivist analysis of knowledge in transition. The Journal of the Learning Science, 3(2), 115–163. Sternberg, R. (1985). Beyond IQ. Cambridge, UK: Cambridge University Press. Taba, H. (1966). Teaching strategies and cognitive functioning in elementary school children (Cooperative research project).
Curriculum for High Ability Learners: Issues, Trends and Practices by Liang See Tan, Letchmi Devi Ponnusamy, Chwee Geok Quek