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dc.contributor.editorWahlström, Ninni
dc.date.accessioned2022-02-03T16:18:26Z
dc.date.available2022-02-03T16:18:26Z
dc.date.issued2022
dc.identifierONIX_20220203_9781000571653_18
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/52662
dc.description.abstractThis book explores how different classroom discourses and concepts of knowledge permeate teaching in high- and low-performance classrooms. Drawing on empirical research from classrooms in Sweden, it presents a theory-based framework for classroom research. The book examines the central concepts of knowledge, curriculum, pedagogy and equity to discuss differences in access to knowledge and the implications of these differences for students’ future opportunities and wellbeing. It analyses the relationships between different teaching factors and discusses teaching from democratic perspectives developed within curriculum theory. Combining insights from curriculum theory with insights from sociolinguistic and sociocultural classroom research, this project breaks new ground in how knowledge from curriculum content is recontextualised into concrete teaching practices in the context of a standards-based curriculum. Providing valuable insights into the intersections between classroom practice, student performance and teacher expectations, this book will be of great interest to academics, researchers and post-graduate students in the fields of curriculum research, education policy, teacher education and classroom practice.
dc.languageEnglish
dc.relation.ispartofseriesRoutledge Research in Education
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and developmenten_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNT Teaching skills and techniquesen_US
dc.subject.otherassessment in practice
dc.subject.otherclassroom discourse
dc.subject.otherconcepts of knowledge
dc.subject.otherdemocracy
dc.subject.otherstandards based curriculum
dc.subject.otherTransnational policy
dc.subject.otherteaching content
dc.titleEquity, Teaching Practice and the Curriculum
dc.title.alternativeExploring Differences in Access to Knowledge
dc.typebook
oapen.identifier.doi10.4324/9781003218067
oapen.relation.isPublishedBy7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb
oapen.relation.isbn9781000571653
oapen.relation.isbn9781032110219
oapen.relation.isbn9781032110202
oapen.relation.isbn9781003218067
oapen.pages168
oapen.remark.publicFunder name: Linnaeus University
peerreview.anonymitySingle-anonymised
peerreview.idbc80075c-96cc-4740-a9f3-a234bc2598f1
peerreview.open.reviewNo
peerreview.publish.responsibilityPublisher
peerreview.review.stagePre-publication
peerreview.review.typeProposal
peerreview.reviewer.typeInternal editor
peerreview.reviewer.typeExternal peer reviewer
peerreview.titleProposal review
oapen.review.commentsTaylor & Francis open access titles are reviewed as a minimum at proposal stage by at least two external peer reviewers and an internal editor (additional reviews may be sought and additional content reviewed as required).


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