ISSN:0958-5176    

DOI:10.1080/0958517950060201

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTThis paper provides a narrative account of politics surrounding the introduction of the National Curriculum to English and Welsh schools, and in particular the struggles between leading politicians, ministries, government agencies and Her Majesty's Inspectorate. The paper argues that Secretary of State Kenneth Baker's victory over Prime Ministerial advisers led to an over‐complex and unmanageable framework which in a few years led to an unprecedented alliance of opposing interest groups and the conditions for a major government climbdown.

ISSN:0958-5176    

DOI:10.1080/0958517950060202

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTThis article identifies two traditions in the development of curriculum theory and practice in England. The first, it is suggested, grew from the Nuffield tradition of investigative subject‐based enquiry and has evolved in a broadly social constructivist and child‐focused way. The second, with origins in the Humanities Curriculum Project, has developed through action research and professional, reflective practice and is teacher focused. The paper argues for the integration of these interrelated perspectives to embrace the emergent field of study around pedagogic content knowledge (in the USA) and didactic transposition (in France).

ISSN:0958-5176    

DOI:10.1080/0958517950060203

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTAlthough curriculum does not constitute in France a domain of study clearly identified and delimited among the field of educational studies, it has always been a matter of debate and forms at present the subject of interesting approaches by some researchers. Three aspects are reviewed in the present article: first, the question of curricula and syllabuses, their development and evolution in a context characterized by the weight of centralism and the importance of encyclopaedic ideals; second, the contribution of some sociological studies focusing on the analysis of educational content and practices; finally, the contribution recently made by some specialists in didactics and the history of education to a reflection about the specificity of school knowledge and culture.

ISSN:0958-5176    

DOI:10.1080/0958517950060204

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTThe post‐war period in the Scandinavian countries has been characterized by successive school reforms administered by social democratic governments following a moderate form of progressivism. A central idea is of equality and of an equal right to quality education. The public schools dominate and the management is top‐down. For a long period of time there have been central national curricula. In recent years the System of public schools has been questioned, as has the ideological basis of the curriculum. Proponents of a new liberal ideology demand more private schools, decentralization and efficiency. New conservative ideas at the same time argue for the restoration of basic forms of knowledge, competition and moral qualities to be mirrored in the new national curricula.

ISSN:0958-5176    

DOI:10.1080/0958517950060205

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTCurriculum reform in English Canada is currently driven by three national trends. The first is fiscal restraint on the part of all levels of government which results in down‐sizing of available curriculum options for students and support for teachers; this has encouraged, however, the growth of new co‐operative endeavours among educators within and across provincial jurisdictions. The second includes cultural and economic demographic realities that are challenging the relevance and accessibility of the curriculum, while the third is the political rhetoric of economic competitiveness. Curriculum scholarship is influenced by these trends because research funding comes primarily from the state.

ISSN:0958-5176    

DOI:10.1080/0958517950060206

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTThis paper explores the revolutionary and counter‐revolutionary influences that are impacting on Polish schools and Polish planning for the curriculum. The paper looks, in particular, at the issue of school textbooks, the changing focus of state control and the impending impact of computer technology in transforming the politics of control.

ISSN:0958-5176    

DOI:10.1080/0958517950060207

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

ISSN:0958-5176    

DOI:10.1080/0958517950060208

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

ISSN:0958-5176    

DOI:10.1080/0958517950060209

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY