Drawing on the authors' extensive experience and robust survey data, this critical resource unpacks the inner workings of one of the most powerful mechanisms for improving teaching and learning in higher education: the course design institute (CDI). CDIs are intensive, often multi-day facilitated experiences where instructors design or redesign a…

The Universal Design for Learning (UDL) framework has grown from its origins in special education to being widely used to support all students, making the fully rewritten second edition of this indispensable guide more relevant than ever. Filled with practical, vivid examples and tips, the book demonstrates the power of UDL when applied to…

Engagement doesn't just happen. As much as teachers would like it if their own fascination with content were contagious for every student, it doesn't work that way. Engagement must be planned for. A teacher discovers what's engaging in the content and designs curriculum so students discover it too. The authors profile one teacher…

Promoting learner autonomy is relevant in the field of applied linguistics due to the multiple benefits it brings to the process of learning a new language. However, despite the vast array of research on how to foster autonomy in the language classroom, it is difficult to find step-by-step processes to design syllabi and curricula focused on the…

For generations, schools have aimed to introduce students to a broad range of topics through curriculum that ensure that they will at least have some acquaintance with most areas of human knowledge by the time they graduate. Yet such broad knowledge can't help but be somewhat superficial--and, as Kieran Egan argues, it omits a crucial aspect of…

The number of doctorates being awarded around the world has almost doubled over the last ten years, propelling it from a small elite enterprise into a large and ever growing international market. Within the context of increasing numbers of doctoral students this book examines the new doctorate environment and the challenges it is starting to face.…

As schools shift to a performance-based model of language instruction, your world language programs will be challenged to keep up with new instructional activities and assessments. This new volume in our "Priorities in Practice" series can help. Explore the new directions schools and districts are taking in designing and implementing flexible…

Outlines the instructional design principles underlying the Direct Instruction Model and applies these principles to a variety of content areas. Urges the integration of curriculum design principles with effective teaching practices. Also offers criteria for evaluating and selecting curriculum materials based on direct instruction principles.…

Five steps designed to take anxiety out of statistics for social work students are outlined. First, statistics anxiety is identified as an educational problem. Second, instructional objectives and procedures to achieve them are presented and methods and tools for evaluating the course are explored. Strategies for, and obstacles to, making…

This research synthesis is organized around identification of instructional priorities for emergent literacy and existing evidence regarding curriculum design for those instructional priorities. First, areas of emerging evidence are identified and two major ideas are extracted: (1) children need to develop knowledge of and facility with multiple…

Demonstrates the similarities between the social studies curricula of Quebec and other Canadian provinces. Examines these in the context of criticisms that Quebec's curricula is divisive and chauvinistic. Refutes these charges and maintains that Quebec's emphasis on local history is no greater than that of other districts. (MJP)

Examines the theoretical base of New Brunswick's recent social studies curriculum reform. New Brunswick defines its curriculum in terms of understandings, competencies, and dispositions (emphasizing independent, creative, and critical learning). Expounds on social studies that is meaningful, integrative, value-based, challenging, and active. (MJP)

Highlights the main points of Newfoundland's," A Curriculum Framework for Social Studies: Navigating the Future." Examines the document's development, theoretical foundations, content, and applications. The Framework stresses historical, geographical, economic, cultural, political-legal, global, and technological literacy. (MJP)

Compares and contrasts the social studies curricula in two Canadian provinces. Saskatchewan has adopted a student-centered approach emphasizing transformative knowledge and transactional strategies. Alberta is focusing more on knowledge acquisition and traditional assessment. Considers the reasons for these differences and proposes some directions…

The educational needs of middle school students are truly unique. In no other period of PreK-12 education can one find such a wide range of physical, social, and cognitive development among students. For students, the middle school years can be a time of both great vulnerability and great responsiveness to change. These years are highly formative…