Curriculum for High Ability Learners: Issues, Trends and Practices

✍ Scribed by Liang See Tan, Letchmi Devi Ponnusamy, Chwee Geok Quek (eds.)

• Publisher: Springer Singapore
• Year: 2017
• Tongue: English
• Leaves: 264
• Series: Education Innovation Series
• Edition: 1
• Category: Library

✦ Synopsis

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.

✦ Table of Contents

Front Matter....Pages i-xvii
Reclaiming the Curriculum....Pages 1-10
Theory, Research and Conceptions of Curriculum for High Ability Learners: Key Findings, Issues and Debates....Pages 11-24
Concept-Based Curriculum and the Teacher: Galvanising Teacher Agency....Pages 25-42
Designing and Implementing Concept-Based Curriculum....Pages 43-59
Concept-Based Curriculum Design and Practice in the United States....Pages 61-76
Concept-Based Curriculum: An Australian Experience....Pages 77-100
Developing Science Curriculum for Gifted Learners in South Korea....Pages 101-115
Leading a Radical Shift in the Education of High Ability Learners....Pages 117-129
Designing a Concept-Based Curriculum: The Raffles Girls’ School (RGS) Experience....Pages 131-147
Concept-Based Instruction in English: Issues and Challenges....Pages 149-168
Processes and Issues in Concept-Based Curriculum for the Humanities....Pages 169-187
Working with Concept-Based Curricula for Mathematics....Pages 189-203
Processes and Issues in Concept-Based Curriculum for Science....Pages 205-221
Curriculum Evaluation....Pages 223-239
Lessons Learned from Developing and Implementing the Concept-Based Curriculum....Pages 241-250
Back Matter....Pages 251-255

✦ Subjects

Curriculum Studies;Teaching and Teacher Education;Learning & Instruction