The SAGE Handbook of Curriculum, Pedagogy and Assessment
- Dominic Wyse - UCL Institute of Education, University College London, UK
- Louise Hayward - University of Glasgow, UK
- Jessica Pandya - California State University, Long Beach, USA
The research and debates surrounding curriculum, pedagogy and assessment are ever-growing and are of constant importance around the globe.
With two volumes - containing chapters from highly respected researchers, whose work has been critical to understanding and building expertise in the field – The SAGE Handbook of Curriculum, Pedagogy and Assessment focuses on examining how curriculum is treated and developed, and its impact on pedagogy and assessment worldwide.
The Handbook is organised into five thematic sections, considering:
· The epistemology and methodology of curriculum
· Curriculum and pedagogy
· Curriculum subjects
· Areas of the curriculum
· Assessment and the curriculum
· The curriculum and educational policy
The SAGE Handbook of Curriculum, Pedagogy and Assessment’s breadth and rigour will make it essential reading for researchers and postgraduate students around the world.
Curriculum, pedagogy and assessment are the gearbox, carburetor and battery of education: deeply embedded in programmes of reform and teacher practices alike. This collection strips down the engine room of education, drawing papers of exceptional range and breadth to provide a profound understanding of how education, at every level and in every setting actually operates. Drawing together the broadest contributors range of contributors, this collection will be a seminal text for teachers, academics and policy makers for years to come.
The SAGE Handbook of Curriculum, Pedagogy and Assessment is an indispensable reference source for all researchers in education whose work focuses on the three message systems of schooling, namely curriculum, pedagogy and assessment. It is encyclopedic and intelligent in its coverage of theory and research in curriculum studies. Indeed, the Handbook contributes in no small way to the welcomed renaissance in this field of educational research.
Only a work of this size and scope could begin to do justice to the central importance for education of curriculum, pedagogy and assessment, and their deep interrelationships in diverse sociocultural contexts. This SAGE Handbook manages to be comprehensive without glossing over the contested nature of the issues. It will be a seminal resource for years to come.
