SAGE Handbook of Curriculum, Pedagogy and Assessment

1: Introduction
PART 1: THE EPISTEMOLOGY AND METHODOLOGY OF CURRICULUM
Chapter 2: Conceptions of Curriculum
Chapter 3 :Conceptions of Curriculum
Chapter 4: Aims of Education in a Democracy
Chapter 5: Knowledge and the Curriculum: A Pragmatist Approach
Chapter 6: Knowledge and the Curriculum in the Sociology of Knowledge
Chapter 7: Didactics
Chapter 8: Educational Neuroscience and Learning
Chapter 9: Rethinking Child-Centred Education
Chapter 10: Practitioner Research: Understanding Teaching Through Inquiry
PART 2: CURRICULUM AND PEDAGOGY
Chapter 11: Culture and Pedagogy(ies): (What) have we Learned from and since Alexander 2001
Chapter 12: The Teacher and the Curriculum: Exploring Teacher Agency
Chapter 13: Inclusion in Public Schools: Learning to Think and Learning to Live Toge
Chapter 14: Subordinate Subjects: The Work of the Hidden Curriculum in Post-Colonial Ghana
Chapter 15: Ethnicity and the Curriculum
Chapter 16: Gender and the Curriculum
Chapter 17: Children's Rights and Student Voice: Their Intersections and the Implications for Curriculum and Pedagogy
Chapter 18: Alongside Virtual Youth using the Internet: Creating and Researching Learning Interactions
Chapter 19: Curriculum and Teacher Development
Chapter 20: Curriculum and Pedagogy: The Future of Teacher Professional Learning and the Development of Adaptive Expertise
Chapter 21: Pedagogy and Curriculum - Teachers as Learners
PART 3: CURRICULUM SUBJECTS
Chapter 22: Visual Art
Chapter 23: The Performing Arts in Learning, Curriculum and Culture
Chapter 24: The 'Value' of Computers and Computing: Toward a New Axiology of Educational Technology
Chapter 25: Geography
Chapter 26: History Curriculum: A Transatlantic Analysis
Chapter 27: World Languages Curriculum
Chapter 28: Physical Education
Chapter 29: Religious Education
Chapter 30: Science Education and Economic Growth: Some Implications for Curriculum, Pedagogy and Assessment
Chapter 31: Assessing Pre-College Engineering Education Curricula: A Holistic and Practice-Oriented Perspective
Chapter 32: Assessing Pre-College Engineering Education Curricula: A Holistic and Practice-Oriented Perspective
PART 4: AREAS OF THE CURRICULUM
Chapter 33: Transdisciplinarity in Curricular Theory and Practice
Chapter 34: Language Policies and Planning for English Education in Post-Olympic China
Chapter 35: Multilingual Education for All (MEFA): Empowering Non-Dominant Languages and Cultures Through Multilingual Curriculum Development
Chapter 36: Creativity, Education and Curricula
Chapter 37: Creativity, Education and Curricula
Chapter 38: Children's Literature in the Classroom and the Curriculum
Chapter 39: The Literacy Curriculum: A Critical Review
Chapter 40: Numeracy in, Across and Beyond the School Curriculum
Chapter 41: Science, Technology, Engineering and Math (STEM) Curricula in the US and other Contexts
Chapter 42: College and Career Readiness for all: The Role of Career and Technical Education in the US
PART 5: ASSESSMENT AND THE CURRICULUM
Chapter 43: Assessment and the Curriculum
Chapter 44: Teachers' Perceptions of Assessment
Chapter 45: The Role of Assessment in Pedagogy - and Why Validity Matters
Chapter 46: Assessment for Learning: A Pedagogical Tool
Chapter 47: Implementing Assessment for Learning in a Confucius Context: the Case of Hong Kong 2004-14
Chapter 48: Assessment for Learning Community: Learners, Teachers and Policymakers
Chapter 49: Curriculum Reform in Testing and Accountability Contexts
Chapter 50: Professional Standards and the Assessment Work of Teachers
Chapter 51: Curriculum in the Twenty-First Century and the Future of Examinations
Chapter 52: Student Assessment and its Relationship with Curriculum, Teaching and Learning in the Twenty-First Century
Chapter 53: National Assessment and Intelligent Accountability
PART 6: THE CURRICULUM AND EDUCATIONAL POLICY
Chapter 54: Economic Impact of Education: Evidence and Relevance
Chapter 55: Public and Private Boundaries in Curriculum and Educational Policy
Chapter 56: International Assessments of Student Learning Outcomes
Chapter 57: Comparison and Countries
Chapter 58: Effects of Globalized Assessment on Local Curricula: What Japanese teachers face and how they challenge it
Chapter 59: The Ebb and Flow of Curricular Autonomy: Balance Between Local Freedom and National Prescription in Curriculam
Chapter 60: National Standards in Policy and Practice
Chapter 61: Curriculum Development and School Leadership: Unattainable Responsibility or Realistic Ambition?
Chapter 62: Teacher Education - Making Connections with Curriculum, Pedagogy and Assessment

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• Planeamento e desenvolvimento curricular

pedagogy;assessment;curiculum;methodology;teaching;curriculum subjects;history;geography;arts;computing;computing;I.T.;world languages;physical education;religious education;science;literacy;numeracy;educational policy