Case Studies in Curriculum Change

Great Britain and the United States

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Reference
Cover of the book Case Studies in Curriculum Change by , Taylor and Francis
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Author: ISBN: 9781136709173
Publisher: Taylor and Francis Publication: May 16, 2012
Imprint: Routledge Language: English
Author:
ISBN: 9781136709173
Publisher: Taylor and Francis
Publication: May 16, 2012
Imprint: Routledge
Language: English

One of the educationist’s major concerns today is to find effective ways of translating new goals for the curriculum into classroom practices. American and British contributions analyse curriculum change as it actually occurs, with people, institutions and constraints of time and money acknowledged and accepted as a necessary and rightful part of the whole process. Detailed accounts are given of curriculum change in a wide variety of settings: American and English school systems, a college of education, an art curriculum project, Scottish classrooms. Analytic perspectives are employed that help to clarify the underlying forces at work. The contributors probe the adequacy of current theorizing about curriculum development, and suggest new ways of thinking about the problems involved in bringing about change.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

One of the educationist’s major concerns today is to find effective ways of translating new goals for the curriculum into classroom practices. American and British contributions analyse curriculum change as it actually occurs, with people, institutions and constraints of time and money acknowledged and accepted as a necessary and rightful part of the whole process. Detailed accounts are given of curriculum change in a wide variety of settings: American and English school systems, a college of education, an art curriculum project, Scottish classrooms. Analytic perspectives are employed that help to clarify the underlying forces at work. The contributors probe the adequacy of current theorizing about curriculum development, and suggest new ways of thinking about the problems involved in bringing about change.

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