The Contributions of Research to Teaching and Curriculum-Making in English, January, 1933, through June, 1934: I. Composition, Grammar, and the Mechanics of English

Einstein's theory of general relativity is a cornerstone of modern physics. It also touches upon a wealth of topics that students find fascinating – black holes, warped spacetime, gravitational waves, and cosmology. Now reissued by Cambridge University Press, this ground-breaking text helped to bring general relativity into the undergraduate curriculum, making it accessible to virtually all physics majors. One of the pioneers of the 'physics-first' approach to the subject, renowned relativist James B. Hartle, recognized that there is typically not enough time in a short introductory course for the traditional, mathematics-first, approach. In this text, he provides a fluent and accessible physics-first introduction to general relativity that begins with the essential physical applications and uses a minimum of new mathematics. This market-leading text is ideal for a one-semester course for undergraduates, with only introductory mechanics as a prerequisite.

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Basic Principles in English Curriculum-Making

The English Journal ◽

10.2307/805893 ◽

1941 ◽

Vol 30 (9) ◽

pp. 709

Author(s):

Robert C. Pooley

Keyword(s):

Basic Principles ◽

English Curriculum ◽

Curriculum Making

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Integrating different forms of knowledge in the teaching qualification Diploma in Grade R Teaching

South African Journal of Childhood Education ◽

10.4102/sajce.v4i1.182 ◽

2014 ◽

Vol 4 (1) ◽

pp. 20

Author(s):

Nici Rousseau

Keyword(s):

Teacher Education ◽

Conceptual Framework ◽

Teacher Educators ◽

Types Of Knowledge ◽

Knowledge Types ◽

Curriculum Making ◽

Forms Of Knowledge

<p>From a view of multiple types of knowledge for a blend in teacher education, the paper discusses the need for epistemological diversity in the types of knowledge for grade R teacher education. I claim in this article that for epistemological diversity, innovative mixes of knowledge are required and that they have to be explicated. The argument of the article is that the decisions made by teacher educators when constructing a curriculum for a new grade R qualification are especially challenging because of the narrow purpose<br />of the qualification. The paper offers an analysis of various models of knowledge types and mixes, outlining each one’s purpose. Finally, the paper provides an epistemological<br />distillation in a conceptual framework which can guide the process of curriculum making, offering all participants a chance to contribute to the layers underneath the patina of the painting that offers life to the curriculum.</p>

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