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Author: Norbert M. Seel

introduced to the scenario in a pre-simulation briefing session: Welcome to Farziland! You have just entered a country filled with the hopes and dreams of attaining an increased standard of living through education […] The goal of the simulation is to work as individuals and a group to increase the

In: International Perspectives on Knowledge Integration

) found that an integrated curriculum has a focus on the learner and relevant content and is therefore more motivating for school students. Recent educational rhetoric around 21st century learning has reignited interest in integrated curriculum initiatives. This new way of considering knowledge has been

In: International Perspectives on Knowledge Integration
Author: Angel Ruiz

emphasis on real contexts was added This was synonymous with “mathematics for life,” something that everyone would agree on. The reformers felt it necessary to design an “image” of the curriculum that would allow its proper “marketing.” Working with real contexts, however, did not obey only to a political

In: International Handbook of Mathematics Teacher Education: Volume 2

simultaneously, hopefully facilitating the integration of those two knowledge domains. In the latter situation (b), when RBL is used in a discovery-oriented inquiry-based learning environment, it is not merely a didactical tool, but a real-life scientific experience for both student and instructor. Similarly

In: International Perspectives on Knowledge Integration

living in poverty and was labelled a “failing” school in 2011 because its standardised mathematics test scores fell in the bottom 5% of schools across the state. When schools fail by measure of test scores, both academic and public discourse about such failure can generate a view of the professionals who

In: International Handbook of Mathematics Teacher Education: Volume 3

are dialogically developed in the interface between their intimate terrain and the practices and discourses to which they are exposed in the present. On this basis, we conceptualize a teacher’s professional identity as “a set of self-understandings related to ways of being, living, and projecting into

In: International Handbook of Mathematics Teacher Education: Volume 3

Orlando persevered through his grief because s/he “was of a strong constitution and the disease never broke him as it has broken many of his peers” (p. 75). Nevertheless, although Orlando re-enters daily life and perseveres with a hopeful spirit, her thoughts and feelings are now tinged with a lingering

In: Grieving as a Teacher’s Curriculum

natural disaster, financial loss); and loss due to aliving death” (i.e., separation by divorce or incarceration). Each of these experiences affects a person’s daily life, influences his or her interactions with others, and alters one’s views of the world. Hence, they have a great deal to do with

In: Grieving as a Teacher’s Curriculum

) writes that “the more important the past is in its contribution to one’s sense of life, the larger the shadow is likely to loom” (p. 52). Its impact can sometimes be palpable—what previously inspired or motivated an individual can lose its meaning; a person’s sense of tranquility can turn into a kind

In: Grieving as a Teacher’s Curriculum
Author: Jennifer Wyld

mentors, and adult facilitators. 4 Statement of the Problem Identity is a fluid construct that develops throughout life. The roles offered to members of a culture may limit the possible selves of individuals due to many factors including: age, sex, gender, and social status. Despite this

In: Studying Gaming Literacies