Titlebook: Globalization and the Singapore Curriculum; From Policy to Class Zongyi Deng,S Gopinathan,Christine Kim-Eng Lee Book 2013 Springer Science+

faucet

2211-4874 rm initiatives.Examines how reform initiatives reflect, on t.This volume provides a multi-faceted and critical analysis of the Singapore curriculum in relation to globalization. First, it details reform initiatives established by the Singapore government to meet the challenges posed by globalization

Lipoma

Book 2013ives established by the Singapore government to meet the challenges posed by globalization. Next, .Globalization and the Singapore Curriculum .presents how these reforms have been translated into programs, school subjects and operational frameworks and then examines, in turn, how well these have bee

Thyroiditis

Introductionn which education systems were nation-centric in character to one of greater internationalism. Inward student mobility, new knowledges, advances in cognitive sciences, powerful technology platforms, and changes in economically – valuable competencies are leading us to fundamentally rethink curriculu

反對(duì)

Ingest

Legend

A Vision of Schooling for the Twenty-First Century: Thinking Schools and Learning Nationolkit, one conceptual and the other analytical. The conceptual section draws on Charles Taylor’s (.. Durham and London: Duke University Press, 2004) notion of social imaginary to understand Singapore’s national imaginary and its perpetual renovation. This contextual understanding is necessary to mak

engender

National Education: Framing the Citizenship Curriculum for Singapore Schoolsd a revitalized conception of nationalism and citizen loyalty in response to globalization. This chapter examines what curriculum-making entails in the context of National Education at the programmatic level, and addresses the substantive issues and tensions surrounding it. It suggests that National

obstruct

Arteriography

Teach Less, Learn More: Lost in Translationassrooms. It is found that substantive considerations of the “what” (content) and “why” (purpose) of teaching fundamental to TLLM have faded away in the translation process, overshadowed by largely technical concerns about the “how” of teaching driven by the imperative of meeting the needs of learne

暴露他抗議

Visible Learning and the Enacted Curriculum in Singaporeapore using criteria and standards identified in part by John Hattie in . In doing so, however, we have expanded Hattie’s particular model of visible learning to include a range of instructional practices that we believe are critical to enhancing instructional transparency and student learning. In p