Includes bibliographical references and index.

Description based on online resource; title from digital title page (viewed on February 28, 2022).

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. The book examines the central concepts of knowledge, curriculum, pedagogy and equity to discuss differences in access to knowledge and the implications of these differences for students' future opportunities and well-being. It analyses the relationships between different teaching factors and discusses teaching from democratic perspectives developed within curriculum theory. Combining insights from curriculum theory with insights from sociolinguistic and sociocultural classroom research, this project breaks new ground in how knowledge from curriculum content is recontextualised into concrete teaching practices in the context of a standards-based curriculum. Providing valuable insights into the intersections between classroom practice, student performance and teacher expectations, this book will be of great interest to academics, researchers and post-graduate students in the fields of curriculum research, education policy, teacher education and classroom practice.

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

<P>List of Contributors</P><P>Preface and acknowledgements </P><B><P></P><P>Chapter 1. </B>Introduction. The Role of the School as the Promotion of Knowledge, Equity and Democratic Norms<B>. </B><I>Ninni Wahlström.</P></I><B><P>Chapter 2. </B>Policy, Knowledge and Promoting a Democratic Stance. </P><P><I>Ninni Wahlström.</P></I><B><P>Chapter 3. </B>Equity in Education -- Equal Opportunities for What? </P><P><I>Ninni Wahlström.</P></I><B><P>Chapter 4. </B>Exploring the Importance of Teacher Feedback: Connecting Truthfulness and Student Learning.</P><P><I>Jeff Frank.</P></I><B><P>Chapter 5. </B>The Students' Role in Standards-Based Education: Some Critical Reflections on Pedagogical Implications. </P><P><I>Bettina Vogt.</P></I><B><P>Chapter 6.</B> Curriculum Coherence: Exploring the Intended and Enacted Curriculum in Different Schools. </P><P><I>Daniel Sundberg.</I> </P><B><P>Chapter 7.</B><I> </I>Principal agency -- educational leadership at the intersection between past experiences and present environments. </P><P><I>Katarina Ståhlkrantz.</P></I><B><P>Chapter 8.</B> Teaching Repertoires and Student Perceptions of Knowledge in High- and Low-Performance Classrooms. </P><P><I>Daniel Alvunger.</P></I><B><P>Chapter 9.</B> Pedagogical Segregation from Students' Perspectives. </P><P><I>Catarina Schmidt.</P></I><B><P>Chapter 10. </B>Knowledge, Curriculum and Teaching on Matters that Concern -- A concluding Discussion.</P><I><P>Jeff Frank, Catarina Schmidt, Daniel Sundberg, Bettina Vogt, Ninni Wahlström</P></I><B><P></P></B>

Added to collection customer.56279.3