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Curriculum for high ability learners...

Tan, Liang See.

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Curriculum for high ability learners = issues, trends and practices /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Curriculum for high ability learners/ edited by Liang See Tan, Letchmi Devi Ponnusamy, Chwee Geok Quek.
Reminder of title:	issues, trends and practices /
other author:	Tan, Liang See.
Published:	Singapore :Springer Singapore : : 2017.,
Description:	xvii, 255 p. :ill., digital ;24 cm.
[NT 15003449]:	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.
Contained By:	Springer eBooks
Subject:	Curriculum enrichment. -
Online resource:	http://dx.doi.org/10.1007/978-981-10-2697-3
ISBN:	9789811026973

Curriculum for high ability learners = issues, trends and practices /
Curriculum for high ability learnersissues, trends and practices /[electronic resource] :edited by Liang See Tan, Letchmi Devi Ponnusamy, Chwee Geok Quek. - Singapore :Springer Singapore :2017. - xvii, 255 p. :ill., digital ;24 cm. - Education innovation series,2211-4874. - Education innovation series..

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.

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 insightful and inspirational to practitioners, policy makers and other stakeholders alike.

ISBN: 9789811026973

Standard No.: 10.1007/978-981-10-2697-3doiSubjects--Topical Terms:

536625
Curriculum enrichment.

LC Class. No.: LC3993 / .C87 2017

Dewey Class. No.: 371.95

Curriculum for high ability learners = issues, trends and practices /
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520 $a 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 insightful and inspirational to practitioners, policy makers and other stakeholders alike.
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