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Curriculum for High Ability Learners

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Cover of 'Curriculum for High Ability Learners'

Table of Contents

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    Book Overview
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    Chapter 1 Reclaiming the Curriculum
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    Chapter 2 Theory, Research and Conceptions of Curriculum for High Ability Learners: Key Findings, Issues and Debates
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    Chapter 3 Concept-Based Curriculum and the Teacher: Galvanising Teacher Agency
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    Chapter 4 Designing and Implementing Concept-Based Curriculum
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    Chapter 5 Concept-Based Curriculum Design and Practice in the United States
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    Chapter 6 Concept-Based Curriculum: An Australian Experience
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    Chapter 7 Developing Science Curriculum for Gifted Learners in South Korea
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    Chapter 8 Leading a Radical Shift in the Education of High Ability Learners
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    Chapter 9 Designing a Concept-Based Curriculum: The Raffles Girls’ School (RGS) Experience
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    Chapter 10 Concept-Based Instruction in English: Issues and Challenges
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    Chapter 11 Processes and Issues in Concept-Based Curriculum for the Humanities
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    Chapter 12 Working with Concept-Based Curricula for Mathematics
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    Chapter 13 Processes and Issues in Concept-Based Curriculum for Science
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    Chapter 14 Curriculum Evaluation
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    Chapter 15 Lessons Learned from Developing and Implementing the Concept-Based Curriculum
Attention for Chapter 11: Processes and Issues in Concept-Based Curriculum for the Humanities
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Chapter title
Processes and Issues in Concept-Based Curriculum for the Humanities
Chapter number 11
Book title
Curriculum for High Ability Learners
Published by
Springer, Singapore, January 2017
DOI 10.1007/978-981-10-2697-3_11
Book ISBNs
978-9-81-102695-9, 978-9-81-102697-3
Authors

Sheau Yang Yak-Foo, Kar Boon Koh

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