The underpinning assumption is that experiences gained in one country will be of real interest to educators in another. The book, is part of the work of the Commission on Geographical Education of the International Geographical Union. Part 1, written in a global context, focuses on the distinctive traditions of school geography. Part 2 reviews the contemporary state of school geography on a broad continental basis with each chapter including national case studies, written by experts drawn from those countries. The final parts comprises chapters that extrapolate from the present and point to likely future developments in the subject, again with examples drawn from various countries.
This book illustrates how the development and implementation of policies for urban areas can draw on knowledge management, even as the knowledge economy itself stimulates the evolution of the city as a place of innovation and creativity. Whilst knowledge grows in importance, so do urban issues, particularly in economic and political contexts at both European and national levels.
These essays explore growth in the range of knowledge available in urban contexts, the ways to generate new knowledge from a wide range of stakeholders, and how these can make an effective contribution to decision making processes in urban development.
The attractiveness of cities and surrounding areas to knowledge based forms of industry and investment and the competitiveness and performance of cities are a matter of major concern for national governments. In a sense it has become too important to leave to city politicians, and it is a topic requiring sustained reflection. This book gives the reader a detailed understanding of the issues involved and prompts further reflections.
Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of "Understanding by Design." Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of "backward design" and explores in greater depth the meaning of such key ideas as "essential questions" and "transfer tasks." Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the "six facets of understanding" can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum.
Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of "Understanding by Design" offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.