Equity, Teaching Practice and the Curriculum

This 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.

Auteur

Ninni Wahlström is Professor at the Department of Didactics and Teachers' Practices at Linnaeus University, Sweden.

Contenu

List of Illustrations

List of Contributors

Preface and acknowledgements

Chapter 1. Introduction: The Role of the School as the Promotion of Knowledge, Equity and Democratic Norms. *Ninni Wahlström.

• Chapter 2. Policy, Knowledge and Promoting a Democratic Stance.

*Ninni Wahlström.

• Chapter 3. Equity in Education: Equal Opportunities for What?

*Ninni Wahlström.

• Chapter 4. Exploring the Importance of Teacher Feedback: Connecting Truthfulness and Student Learning.

*Jeff Frank.

• Chapter 5. The Students' Role in Standards-Based Education: Some Critical Reflections on Pedagogical Implications.

*Bettina Vogt.

• Chapter 6. Curriculum Coherence: Exploring the Intended and Enacted Curriculum in Different Schools.

Daniel Sundberg. Chapter 7. **Principal Agency: Educational Leadership at the Intersection Between Past Experiences and Present Environments.

*Katarina Ståhlkrantz.

• Chapter 8. Teaching Repertoires and Student Perceptions of Knowledge in High- and Low-Performance Classrooms.

*Daniel Alvunger.

• Chapter 9. Pedagogical Segregation from Students' Perspectives.

*Catarina Schmidt.

• Chapter 10. Knowledge, Curriculum and Teaching on Matters that Concern: A concluding Discussion. * Jeff Frank, Catarina Schmidt, Daniel Sundberg, Bettina Vogt and Ninni Wahlström