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Books on the topic 'Achieved curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

Mills, Ian. How to achieve quality in education. Anchor Publications, 1985.

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2

E, Miller Ross, and Association of American Colleges and Universities, eds. Purposeful pathways: Helping students achieve key learning outcomes. Association of American Colleges and Universities, 2006.

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3

Wilson, Lyn E. Friends helping friends: A curriculum for empowering older adults to achieve chemical health. Johnson Institute, 1991.

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4

J, Rodney Marcia, and Hamilton-Pennell Christine, eds. How school librarians help kids achieve standards: The second Colorado study. Hi Willow Research & Publishing, 2000.

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5

Lance, Keith Curry. How school librarians help kids achieve standards: The second Colorado study. Colorado State Library, Colorado Dept. of Education, 2000.

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6

The Leonardo effect: Motivating children to achieve through interdisciplinary learning. Routledge, 2013.

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7

Wong, Ruth H. K. Ruth Wong's unto each child the best: The eminent educator's insights on how to achieve excellence in education : a must reading for all educators, teachers, principals and parents. PG Pub., 1990.

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8

Thiessen, Donald Bruce. An assessment of music objectives as rated important and achieved by personnel from Canadian Bible colleges affiliated with the American Association of Bible Colleges. [s.n.], 1985.

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9

Turbovskoy, Yakov, and Vera Filinova. Technology of pedagogical goal setting. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1077741.

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Based on the theory of pedagogical goal-setting, the monograph reveals the ways to achieve goals as a planned result obtained at each lesson, during the transition from one topic to another, during the school year and all years of study. This book, which includes the technology of pedagogical goal-setting, solves a two-pronged problem: it provides an opportunity to improve the professional skills of each teacher and contributes to improving the effectiveness of managing the development of education from the point of view of the requirements of modern state standards and curricula as an integral process. For teachers, head teachers, Directors of educational institutions, methodologists and heads of educational bodies.

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10

English. Applied Techniques of Curriculum Management to Achieve a Balanced Curriculum. Assn for Supervision & Curriculum, 1985.

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11

Wood, Meena Kumari, and Nick Haddon. Secondary Curriculum Transformed: Enabling All to Achieve. Taylor & Francis Group, 2020.

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12

Wood, Meena Kumari, and Nick Haddon. Secondary Curriculum Transformed: Enabling All to Achieve. Taylor & Francis Group, 2020.

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13

Wood, Meena Kumari, and Nick Haddon. Secondary Curriculum Transformed: Enabling All to Achieve. Taylor & Francis Group, 2020.

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14

Wood, Meena Kumari, and Nick Haddon. Secondary Curriculum Transformed: Enabling All to Achieve. Taylor & Francis Group, 2020.

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15

Knight, Eric, and Sotirios Paroutis. Expanding the Paradox–Pedagogy Links. Edited by Wendy K. Smith, Marianne W. Lewis, Paula Jarzabkowski, and Ann Langley. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198754428.013.31.

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This chapter focuses on what it means to teach students to have an appreciation of paradox. Although scholars have long attended to the competing tensions facing leaders, a paradox lens suggests that tensions should be embraced rather than being a distraction that managers should minimize. A paradox lens has become increasingly important to studies on innovation, social entrepreneurship, and strategic management, yet the implications for pedagogy, and particularly management education, have been under-explored. This chapter examines the potential for conceptualizing paradox as a threshold concept in curriculum design and proposes how this approach can be achieved for students’ learning. Overall, we contribute to a richer understanding of paradoxical theory, and provider greater clarity regarding the ways educators can employ to advance the paradoxical capabilities of participants in management education courses.

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16

Russo, Charles J. Religion, Extracurricular Activities, and Access to Public School Facilities. Edited by Michael D. Waggoner and Nathan C. Walker. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199386819.013.23.

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The Equal Access Act (EAA) is a federal law enacted to permit organized groups of high school students to meet in schools during noninstructional time, periods when classes are not scheduled so that non-curriculum-related clubs can gather. The EAA was designed to remedy situations in which religious speech had been excluded from schools as a form of impermissible viewpoint discrimination. In Board of Education of Westside Community Schools v. Mergens, the Supreme Court upheld the EAA. This chapter covers the situation that existed before the EAA was enacted; the EAA itself; Mergens and later judicial developments; and the meaning of Mergens and its progeny. To date, it appears that the EAA has achieved its goal of granting equal access to religious speech even as it has been applied in ways beyond what its authors likely intended by including LGBT groups and others.

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17

McAllister, Lesley S. Yoga in the Music Studio. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190915001.001.0001.

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The ancient practice of yoga, which has exploded in popularity in the United States over the past two decades, has the potential to help music students learn to practice more mindfully and reach peak performance more quickly. This book explores how professional musicians and music teachers of all instruments and levels can use yoga postures (asana) and breath work (pranayama) to enhance artistry. It begins with an overview of yoga philosophy and history before delving into principles of movement, alignment, anatomy, and breath. Following a research-oriented chapter illustrating the cognitive, physical, and emotional benefits of yoga, each chapter explores the unique benefits of yoga for a particular population of students, describing specific poses, modifications, sequences, and sample curricula that teachers can immediately implement into private lessons or group classes. Chapter Four describes the developmental benefits of yoga and music education in early childhood and includes a sample eight-week preschool music curriculum. Chapter Five on the adolescent student explains how yoga can alleviate stress related to social and performance anxiety, enhance mindfulness, and increase peer support in a music studio. Chapter Six, for professional musicians and college students, describes how yoga can prevent or alleviate repetitive stress injuries and other physical symptoms. The final chapter offers ideas for appropriate modifications for the retired adult along with a sample eight-week curriculum to combine yoga with Recreational Music Making. Throughout the book, yoga is presented as a tool for reducing physical tension and anxiety while simultaneously improving body awareness, enhancing cognition, and helping music students to achieve peak performance.

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18

International Reading Association (Corporate Author), Susan M. Blair-Larsen (Editor), and Kathryn A. Williams (Editor), eds. The Balanced Reading Program: Helping All Students Achieve Success. International Reading Association, 1999.

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19

Talk For Writing In Secondary Schools How To Achieve Effective Reading Writing And Communication Across The Curriculum. Open University Press, 2013.

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20

Yau, Cecilia. Curriculum in-service models to achieve a differentiated gifted program for secondary students: A project in creative studies. 1986.

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21

Dodge, Judith. Differentiation in Action: A Complete Resource With Research-Supported Strategies to Help You Plan and Organize Differentiated Instruction and Achieve ... Learners (Scholastic Teaching Strategies). Scholastic, Inc., 2006.

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22

Schulkin, Jay, and Michael Power, eds. Integrating Evolutionary Biology into Medical Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198814153.001.0001.

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Clinicians and scientists are increasingly recognising the importance of an evolutionary perspective in studying the aetiology, prevention, and treatment of human disease; the growing prominence of genetics in medicine is further adding to the interest in evolutionary medicine. In spite of this, too few medical students or residents study evolution. This book builds a compelling case for integrating evolutionary biology into undergraduate and postgraduate medical education, as well as its intrinsic value to medicine. Chapter by chapter, the authors – experts in anthropology, biology, ecology, physiology, public health, and various disciplines of medicine – present the rationale for clinically-relevant evolutionary thinking. They achieve this within the broader context of medicine but through the focused lens of maternal and child health, with an emphasis on female reproduction and the early-life biochemical, immunological, and microbial responses influenced by evolution. The tightly woven and accessible narrative illustrates how a medical education that considers evolved traits can deepen our understanding of the complexities of the human body, variability in health, susceptibility to disease, and ultimately help guide treatment, prevention, and public health policy. However, integrating evolutionary biology into medical education continues to face several roadblocks. The medical curriculum is already replete with complex subjects and a long period of training. The addition of an evolutionary perspective to this curriculum would certainly seem daunting, and many medical educators express concern over potential controversy if evolution is introduced into the curriculum of their schools. Medical education urgently needs strategies and teaching aids to lower the barriers to incorporating evolution into medical training. In summary, this call to arms makes a strong case for incorporating evolutionary thinking early in medical training to help guide the types of critical questions physicians ask, or should be asking. It will be of relevance and use to evolutionary biologists, physicians, medical students, and biomedical research scientists.

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23

Goodman, Jessica. The Afterlife of an Author. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198796626.003.0009.

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The final chapter traces Goldoni’s presence in modern French culture (theatre repertoires, publications, and school curricula) to measure how far Goldoni achieved posthumous gloire in his adoptive country. It reveals how, despite his claims to have proved himself as a French author, his lasting gloire in France is as an Italian; the comic outsider created by the Mémoires. Finally, it suggests that this outsider status meant his quest for integration into the French canon was doomed from the start: that contemporary conceptions of glory and national identity, which focused on a useful contribution to the nation, did not allow space for individuals from outside the national literary space.

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24

Chalkley, Anna, and Lauren Sherar. Promoting physical activity. Edited by Alan Emond. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198788850.003.0012.

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Physical activity is beneficial to children’s health and well-being. Evidence suggests that physical activity declines with age from childhood through adolescence and into adulthood, with boys being more active than girls at all ages. Physical activity participation in childhood is affected by the social support and role modelling provided by family, peers, friends, and teachers. Marginalized groups are disadvantaged in terms of access to opportunities to be physically active. From a population perspective, the greatest gains in public health will be achieved by helping those who are most inactive to become moderately active. Physical activity promotion efforts for children have predominantly focused on school-based programmes, but multisectoral approaches are needed with transformative and enlightened public policy regarding many facets of children’s lives such as school curricula, active travel, safe play areas, and enhanced sports opportunities for all.

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25

Metcalfe, David, and Harveer Dev. Oxford Assess and Progress: Situational Judgement Test. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198805809.001.0001.

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Returning for a third edition, Oxford Assess and Progress: Situational Judgement Test (SJT) is THE definitive guide for students preparing to sit the Situational Judgement Test for entry into the UK Foundation Programme. This authoritative book, mapped to the Foundation Programme curriculum and GMC guidance, includes over 285 practice questions to help you maximize your SJT score. Fully revised and updated, this third edition provides over 285 questions and high-quality feedback that has been developed to clarify the ranking of every answer option, not just the correct one. All scenarios are based on real experiences informed by practising doctors and medical students who have sat the SJT to ensure that the questions closely mirror the content of the real exam. Two mock tests allow candidates to prepare for exam day and practice their timings - one of the biggest challenges in the exam. Written by consultants, this authoritative guide demystifies the SJT, allowing you to achieve the best possible score and take control of the first stage of your medical career.

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26

Fung, C. Victor. Foundations of Classic Confucianism. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190234461.003.0003.

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Confucius (551–479 BC) solidified Confucianism as a school of philosophy. Mencius (372–289 BC) took it to a deeper level. Being human-centric is essential to both. Classic Confucianism focuses on the cultivation of the self as a way of bringing forth a better society filled with exemplary persons. Everyone should work hard at achieving sincerity (cheng誠‎), which must be coupled with kindness (shan善‎), so benevolence (ren仁‎) can be attained. The constant practice of these principles enables one to be an exemplary person (junzi君子‎), who would also help others to achieve the same. In classic Confucianism, music is integrated into everyone’s life and in every society. As one makes policies, designs curricula, plans lessons, grades assignments, meets parents, discusses issues, advocates for music, and so forth, the qualities of an exemplary person is expected.

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27

Forbes, Karen, and Jane Gibbins. Teaching and training in palliative medicine. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199656097.003.0042.

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Patients die in almost all areas of medicine; it is therefore essential for doctors to be equipped with the knowledge, skills, attitudes, and behaviours necessary to look after patients who need care at the end of life. This chapter explores what the training needs of the various doctors caring for patients with palliative care needs are, how their curricula have developed, and the variety of ways training is delivered. It suggests that learners need to move out of the classroom to achieve exposure to real clinical experience with patients approaching the end of their lives with support from seniors who acknowledge patients’ needs, role model good communication and care, and facilitate their juniors’ reflection and learning from these encounters. However, the main challenge is to encourage and develop innovative clinical and research partnerships to design, deliver, and evaluate educational packages to demonstrate how education in palliative care best benefits patients and their families.

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28

Kowal, Rebekah J., Gerald Siegmund, and Randy Martin, eds. The Oxford Handbook of Dance and Politics. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199928187.001.0001.

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Assembling research from an international cohort of scholars dedicated to inquiry in the field, this volume investigates relationships between dance and politics, adding detail and dimension to existing research, illuminating epistemological and theoretical topographies, and forging new pathways for related inquiry. Opening up its critical terms in two directions, the project illuminates how dance achieves its politics and how notions of the political are themselves expanded when viewed from the perspective of dance. Conceiving the subject matter in mutually informing ways, through problematics that come from philosophy, social science, humanities, and history, the authors seek to participate in an ongoing conversation that is both interdisciplinary and international in scope. This Oxford Handbook of Dance and Politics comes through a turn to dance from within a range of fields such as political philosophy, interests in social movements, and approaches to bodily difference such as disability, postcolonial, critical race, and queer studies. The editors have brought together writers with intimate engagement in these dialogues and close encounter with various dance practices. The result is a book that is at once essential reading for advanced teaching and research within various dance studies curricula and that intervenes in key discussions of political theory in the current climate.

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