| 1. |
Editorial |
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The Curriculum Journal,
Volume 4,
Issue 1,
2006,
Page 1-3
Colleen McLaughlin,
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ISSN:0958-5176
DOI:10.1080/0958517930040101
出版商:Taylor&Francis Group
年代:2006
数据来源: WILEY
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| 2. |
Are reliability and validity achievable in National Curriculum assessment? Some observations on moderation at Key Stage 1 in 1992 |
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The Curriculum Journal,
Volume 4,
Issue 1,
2006,
Page 5-19
Mary James,
Colin Conner,
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PDF (889KB)
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ISSN:0958-5176
DOI:10.1080/0958517930040102
出版商:Taylor&Francis Group
年代:2006
数据来源: WILEY
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| 3. |
The history National Curriculum in England and Wales: assessment at Key Stage 3 |
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The Curriculum Journal,
Volume 4,
Issue 1,
2006,
Page 21-36
Martin Booth,
Chris Husbands,
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PDF (803KB)
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ISSN:0958-5176
DOI:10.1080/0958517930040103
出版商:Taylor&Francis Group
年代:2006
数据来源: WILEY
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| 4. |
The social organization of achievement: a case‐study of a music theory class |
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The Curriculum Journal,
Volume 4,
Issue 1,
2006,
Page 37-58
Liora Bresler,
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PDF (1284KB)
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ISSN:0958-5176
DOI:10.1080/0958517930040104
出版商:Taylor&Francis Group
年代:2006
数据来源: WILEY
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| 5. |
What does it mean to be scientific and how should we assess it? |
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The Curriculum Journal,
Volume 4,
Issue 1,
2006,
Page 59-72
Peter Swatton,
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PDF (758KB)
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ISSN:0958-5176
DOI:10.1080/0958517930040105
出版商:Taylor&Francis Group
年代:2006
数据来源: WILEY
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| 6. |
The myth of general problem‐ solving capability: design and technology as an example |
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The Curriculum Journal,
Volume 4,
Issue 1,
2006,
Page 73-89
Sara Hennessy,
Robert Mccormick,
Patricia Murphy,
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ISSN:0958-5176
DOI:10.1080/0958517930040106
出版商:Taylor&Francis Group
年代:2006
数据来源: WILEY
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| 7. |
Packaging the primary curriculum: textbooks and the English National Curriculum |
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The Curriculum Journal,
Volume 4,
Issue 1,
2006,
Page 91-113
Maggie MacLure,
John Elliott,
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摘要:
SUMMARYCommercial publishers have been quick to respond to the opportunities afforded by the National Curriculum. This paper examines some of the new (or in some cases ‘updated') primary coursebook schemes, and asks what might be the implications for the primary curriculum, should such schemes be widely adopted in schools.It might be thought that these commercial textbooks simply complete the job begun by the National Curriculum – i.e. ‘technologizing’ learning by breaking it down into segments and stages. But we suggest that their function, and hence their construction as texts, is rather more complex. The new schemes embrace a number of different educational ideologies, and appeal to a number of different teacher identities. They speak, for instance, to the ‘teacher‐as‐professionaP and to the ‘teacher‐in‐trouble’. They profess both ‘progressive’ and ‘traditional’ values.Rather than indicating unequivocally a tendency to deskill teachers and disempower pupils, as some educationalists would believe, the new textbooks are rather more plural and multi‐vocal therefore. Their ultimate impact and import will, of course, become clear only when we discover how the new books are used in teachers’ day‐to‐day practice.
ISSN:0958-5176
DOI:10.1080/0958517930040107
出版商:Taylor&Francis Group
年代:2006
数据来源: WILEY
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| 8. |
A critical commentary on the BERA Policy Task Group's article ‘Assessment and the improvement of education |
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The Curriculum Journal,
Volume 4,
Issue 1,
2006,
Page 115-119
John Blanchard,
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ISSN:0958-5176
DOI:10.1080/0958517930040108
出版商:Taylor&Francis Group
年代:2006
数据来源: WILEY
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| 9. |
Improving assessment: a response to the BERA Policy Task Group's report on assessment |
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The Curriculum Journal,
Volume 4,
Issue 1,
2006,
Page 121-123
Harvey Goldstein,
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PDF (148KB)
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ISSN:0958-5176
DOI:10.1080/0958517930040109
出版商:Taylor&Francis Group
年代:2006
数据来源: WILEY
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| 10. |
Response by the BERA Policy Task Group on assessment |
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The Curriculum Journal,
Volume 4,
Issue 1,
2006,
Page 125-126
Desmond Nuttall,
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PDF (86KB)
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ISSN:0958-5176
DOI:10.1080/0958517930040110
出版商:Taylor&Francis Group
年代:2006
数据来源: WILEY
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