The SAGE Handbook of Curriculum, Pedagogy and Assessment

Dominic Wyse is Professor of Early Childhood and Primary Education at University College London (UCL), Institute of Education (IOE), and Academic Head of the Department of Learning and Leadership. Dominic is a Fellow of the Academy of Social Sciences (FAoSS), an elected member of the British Educational Research Association (BERA) Council, and a fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA). The main focus of Dominic’s research is curriculum and pedagogy. Key areas of work are the teaching of writing, reading and creativity. Dominic has extensive experience of funded research projects which he has disseminated in numerous peer-reviewed research journal articles and books. These include major international research volumes for which he is the lead editor (e.g. The SAGE Handbook of Curriculum, Pedagogy and Assessment), and bestselling books for students, teachers and educators  (e.g. Teaching English, Language and Literacy - 3rd Edition). His most recent book is A Guide to Early Years and Primary Teaching  (published by SAGE). He has been an editor, and on the editorial board, of internationally recognised research journals. He is currently an editor of the Curriculum Journal, one of the journals of the British Educational Research Association (BERA).

1: Introduction
PART 1: THE EPISTEMOLOGY AND METHODOLOGY OF CURRICULUM
Chapter 2: Conceptions of Curriculum
Chapter 3 :Conceptions of Curriculum
Chapter 4: Aims of Education in a Democracy
Chapter 5: Knowledge and the Curriculum: A Pragmatist Approach
Chapter 6: Knowledge and the Curriculum in the Sociology of Knowledge
Chapter 7: Didactics
Chapter 8: Educational Neuroscience and Learning
Chapter 9: Rethinking Child-Centred Education
Chapter 10: Practitioner Research: Understanding Teaching Through Inquiry
PART 2: CURRICULUM AND PEDAGOGY
Chapter 11: Culture and Pedagogy(ies): (What) have we Learned from and since Alexander 2001
Chapter 12: The Teacher and the Curriculum: Exploring Teacher Agency
Chapter 13: Inclusion in Public Schools: Learning to Think and Learning to Live Toge
Chapter 14: Subordinate Subjects: The Work of the Hidden Curriculum in Post-Colonial Ghana
Chapter 15: Ethnicity and the Curriculum
Chapter 16: Gender and the Curriculum
Chapter 17: Children’s Rights and Student Voice: Their Intersections and the Implications for Curriculum and Pedagogy
Chapter 18: Alongside Virtual Youth using the Internet: Creating and Researching Learning Interactions
Chapter 19: Curriculum and Teacher Development
Chapter 20: Curriculum and Pedagogy: The Future of Teacher Professional Learning and the Development of Adaptive Expertise
Chapter 21: Pedagogy and Curriculum – Teachers as Learners
PART 3: CURRICULUM SUBJECTS
Chapter 22: Visual Art
Chapter 23: The Performing Arts in Learning, Curriculum and Culture
Chapter 24: The ‘Value’ of Computers and Computing: Toward a New Axiology of Educational Technology
Chapter 25: Geography
Chapter 26: History Curriculum: A Transatlantic Analysis
Chapter 27: World Languages Curriculum
Chapter 28: Physical Education
Chapter 29: Religious Education
Chapter 30: Science Education and Economic Growth: Some Implications for Curriculum, Pedagogy and Assessment
Chapter 31: Assessing Pre-College Engineering Education Curricula: A Holistic and Practice-Oriented Perspective
Chapter 32: Assessing Pre-College Engineering Education Curricula: A Holistic and Practice-Oriented Perspective
PART 4: AREAS OF THE CURRICULUM
Chapter 33: Transdisciplinarity in Curricular Theory and Practice
Chapter 34: Language Policies and Planning for English Education in Post-Olympic China
Chapter 35: Multilingual Education for All (MEFA): Empowering Non-Dominant Languages and Cultures Through Multilingual Curriculum Development
Chapter 36: Creativity, Education and Curricula
Chapter 37: Creativity, Education and Curricula
Chapter 38: Children’s Literature in the Classroom and the Curriculum
Chapter 39: The Literacy Curriculum: A Critical Review
Chapter 40: Numeracy in, Across and Beyond the School Curriculum
Chapter 41: Science, Technology, Engineering and Math (STEM) Curricula in the US and other Contexts
Chapter 42: College and Career Readiness for all: The Role of Career and Technical Education in the US
PART 5: ASSESSMENT AND THE CURRICULUM
Chapter 43: Assessment and the Curriculum
Chapter 44: Teachers’ Perceptions of Assessment
Chapter 45: The Role of Assessment in Pedagogy – and Why Validity Matters
Chapter 46: Assessment for Learning: A Pedagogical Tool
Chapter 47: Implementing Assessment for Learning in a Confucius Context: the Case of Hong Kong 2004–14
Chapter 48: Assessment for Learning Community: Learners, Teachers and Policymakers
Chapter 49: Curriculum Reform in Testing and Accountability Contexts
Chapter 50: Professional Standards and the Assessment Work of Teachers
Chapter 51: Curriculum in the Twenty-First Century and the Future of Examinations
Chapter 52: Student Assessment and its Relationship with Curriculum, Teaching and Learning in the Twenty-First Century
Chapter 53: National Assessment and Intelligent Accountability
PART 6: THE CURRICULUM AND EDUCATIONAL POLICY
Chapter 54: Economic Impact of Education: Evidence and Relevance
Chapter 55: Public and Private Boundaries in Curriculum and Educational Policy
Chapter 56: International Assessments of Student Learning Outcomes
Chapter 57: Comparison and Countries
Chapter 58: Effects of Globalized Assessment on Local Curricula: What Japanese teachers face and how they challenge it
Chapter 59: The Ebb and Flow of Curricular Autonomy: Balance Between Local Freedom and National Prescription in Curriculam
Chapter 60: National Standards in Policy and Practice
Chapter 61: Curriculum Development and School Leadership: Unattainable Responsibility or Realistic Ambition?
Chapter 62: Teacher Education – Making Connections with Curriculum, Pedagogy and Assessment