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What Counts as Knowledge in Educational Settings: Disciplinary Knowledge,
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What Counts as Knowledge in Educational Settings: Disciplinary Knowledge, Assessment, and Curriculum Paperback - 2008

by Gregory J. Kelly (Editor); Allan Luke (Editor); Judith Lee Green (Editor)


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  • Title What Counts as Knowledge in Educational Settings: Disciplinary Knowledge, Assessment, and Curriculum
  • Author Gregory J. Kelly (Editor); Allan Luke (Editor); Judith Lee Green (Editor)
  • Binding Paperback
  • Pages 388
  • Volumes 1
  • Language ENG
  • Publisher Sage Publications, Inc
  • Date 2008-02-01
  • ISBN 9781412964333 / 1412964334
  • Weight 1.13 lbs (0.51 kg)
  • Dimensions 9 x 6 x 0.8 in (22.86 x 15.24 x 2.03 cm)
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What Counts as Knowledge in Educational Settings: Disciplinary Knowledge, Assessment, and...
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What Counts as Knowledge in Educational Settings: Disciplinary Knowledge, Assessment, and Curriculum (Review of Research in Education)

by Editor-Gregory J. Kelly; Editor-Allan Luke; Editor-Judith Green

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WHAT COUNTS AS KNOWLEDGE IN EDUCATIONAL SETTINGS,(PB)
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WHAT COUNTS AS KNOWLEDGE IN EDUCATIONAL SETTINGS,(PB)

by KELLY

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What Counts as Knowledge in Educational Settings: Disciplinary Knowledge, Assessment, and...
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What Counts as Knowledge in Educational Settings: Disciplinary Knowledge, Assessment, and Curriculum (Review of Research in Education)

by Kelly, Gregory J. [Editor]; Luke, Allan [Editor]; Green, Judith Lee [Editor];

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9781412964333 / 1412964334
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SAGE Publications, Inc. Paperback. New. 8x5x0. Brand New Book in Publishers original Sealing
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What Counts as Knowledge in Educational Settings: Disciplinary Knowledge, Assessment, and Curriculum

What Counts as Knowledge in Educational Settings: Disciplinary Knowledge, Assessment, and Curriculum

by Gregory J. Kelly

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ISBN 10 / ISBN 13
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Paperback / softback. New. Provides multiple interpretations of how changing views of knowledge across educational contexts that shape curricular decisions, learning opportunities, and theories of teaching. It includes chapters that situate various interpretations of knowledge in historical, political, and policy contexts and examine the relevance of these interpretations.
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