Equity, Teaching Practice and the Curriculum : Exploring Differences in Access to Knowledge

Ninni Wahlström

ISBN 10: 103211021X / ISBN 13: 9781032110219

Published by Routledge, 2023

About this Item

nach der Bestellung gedruckt Neuware - Printed after ordering - 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 well-being. 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.

Seller Inventory # 9781032110219

Bibliographic Details

• Title: Equity, Teaching Practice and the Curriculum : Exploring Differences in Access to Knowledge
• Publisher: Routledge
• Publication Date: 2023
• Language: English
• ISBN 10: 103211021X
• ISBN 13: 9781032110219
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 234W x 156H x 10D millimeters 234 millimeters width by 156 millimeters height by 10 millimeters depth
• Weight: 272 grams

About this title

Synopsis

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 well-being. 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.

About the Author

Ninni Wahlström is Professor at the Department of Didactics and Teachers’ Practices at Linnaeus University, Sweden.