 |
|
|
Item Details
| Title:
|
CURRICULUM AND TEACHING DIALOGUE
VOLUME 13, NUMBERS 1 & 2 |
| By: |
David J. Flinders (Editor), P. Bruce Uhrmacher (Editor) |
| Format: |
Hardback |
| List price:
|
£84.78 |
|
We currently do not stock this item, please contact the publisher directly for
further information.
|
|
|
|
|
|
| ISBN 10: |
1617356069 |
| ISBN 13: |
9781617356063 |
| Publisher: |
INFORMATION AGE PUBLISHING |
| Pub. date: |
20 September, 2011 |
| Pages: |
322 |
| Description: |
Promotes all analytical and interpretative approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfilment of this mission, Curriculum and Teaching Dialogue addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programmes. |
| Synopsis: |
Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC) , a national learned society for the scholarly field of teaching and curriculum. The field includes those working on the theory, design and evaluation of educational programs at large. At the university level, faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical and interpretative approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfilment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs. |
| Illustrations: |
black & white illustrations |
| Publication: |
US |
| Imprint: |
Information Age Publishing |
| Returns: |
Non-returnable |
|
|
|
 |
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|