ISSN:0958-5176    

DOI:10.1080/0958517960070101

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTIn Australia, the National Curriculum framework contains a national position on each of eight learning areas, and a profile indicating outcomes that students have to achieve. Thus Australia's National Curriculum involves the implementation of outcome‐based education. This term has little currency in England and Wales, despite programmes of national testing, and there is a paucity of research in Australia because of the recentness of implementation. For this reason the bulk of the theoretical and empirical literature relates to the United States. This article examines the concept of outcome‐based education focusing on the various ways it is interpreted, and its claimed advantages and disadvantages. The author concludes that the adoption of a mastery learning model involving the teaching of structured hierarchical units with frequent testing is unlikely in Australia with its constructivist ethos and the lack of a strong behaviourist tradition.

ISSN:0958-5176    

DOI:10.1080/0958517960070102

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTThis article considers the emphasis on scientific evidence in the practical science curriculum in England and Wales, paying particular attention to some recent research findings concerning children's understanding in this area. The findings suggest that children's ability to conduct investigations in science appears to decline in the early years of secondary school. The authors discuss possible explanations for this decline which, it is suggested, contributes to a general failure among school children to make progress to higher levels of investigative work and in the acquisition of a real understanding of the nature of science itself.

ISSN:0958-5176    

DOI:10.1080/0958517960070103

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTThis article suggests that there are important connections between design and technology and mathematics curricula and that these are not fully made in the United Kingdom National Curriculum. Using three examples, the authors show how there are real opportunities in design and technology teaching for incorporating mathematical learning, but that all too often these are lost because they are not made explicit. Again, the authors argue that too much mathematics teaching is dominated by abstract investigation rather than practical problem‐solving. They conclude by suggesting that teaching should transcend subject boundaries and be concerned with real‐life situations.

ISSN:0958-5176    

DOI:10.1080/0958517960070104

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTThe paper examines recent developments in food‐focused education following the implementation of the 1988 Education Reform Act. Drawing on data from an ESRC‐funded project onTeaching and Learning about Food and Nutrition in Schools(1993‐4), the paper explores evidence which demonstrates a marginalized and fragmented curriculum for food, and considers its implications. The paper comprises two sections. The first focuses on literature and curriculum documentation available at the start of the research and examines the formal corpus of school knowledge about food. This informs the second section which draws on data collected during case‐studies of four English secondary and primary schools and on what the data tell us about the food curriculum and its implications for transmission in the case‐study schools. Specific examples highlight issues of diversity, ambiguity and contradiction in implementation. Conclusions emphasize the need for greater curriculum coherence in policy and practice and for a reassessment of the framing and interpretation of food knowledge and skills. In the absence of systematic evaluations, schools continue to replicate rather than challenge the contradictions in understandings about food use which are documented features of the adult population in general.

ISSN:0958-5176    

DOI:10.1080/0958517960070105

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTThe use of drama to promote children's engagement with and motivation to study history is now commonplace at sites of historical interest and in many primary and secondary classrooms. Researchers interested in this area have often measured children's engagement and interest through theoralcontributions made both during the drama and afterwards in discussion, whereas thewrittenresponses of children to their experience of history through drama have not been systematically analysed. OFSTED has recently reported that while they have observed many examples of high standards of oral work in history, the standard ofwritingat Key Stages 2, 3 and 4 has been disappointing by comparison. This article seeks to provide direction for teachers trying to develop children's historical writing through drama, and shows how drama can be used to promote analytical as well as empathetic responses to historical questions and problems.

ISSN:0958-5176    

DOI:10.1080/0958517960070106

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTReading Recovery is a highly successful and widely used intervention for children with reading difficulties. However, it is an intensive intervention and some have argued that it is for this reason alone that it is effective. This argument is examined but found to be unsound. The central features of Reading Recovery are then described under the headings of assessment, curriculum and instruction, and the empirical evidence of their value reviewed. Using this method to analyse Reading Recovery as a case‐study of successful intervention certain key elements are revealed. The intensity of the intervention is identified as a necessary but not sufficient ingredient for effective remediation. Other factors of importance are the rigour and focus of assessment, the breadth of the curriculum which includes writing as well as reading, and the quality of instruction.

ISSN:0958-5176    

DOI:10.1080/0958517960070107

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

ISSN:0958-5176    

DOI:10.1080/0958517960070108

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

ISSN:0958-5176    

DOI:10.1080/0958517960070109

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY