School Subjects and Curriculum Change PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download School Subjects and Curriculum Change PDF full book. Access full book title School Subjects and Curriculum Change by Ivor F. Goodson. Download full books in PDF and EPUB format.
Author: Ivor F. Goodson
Publisher: Routledge
ISBN: 1135722412
Category : Education
Languages : en
Pages : 264
Get Book Here
Book Description
The process of curriculum development is highly practical, as Goodson shows in this enlarged anniversary third edition of his seminal work. The position of subjects and their development within the curriculum is illustrated by looking at how school subjects, in particular, geography and biology, gained academic and intellectual respectability within the whole curriculum during the late 1960s and early 1970s. He highlights how subjects owe their formation and accreditation to competing status and their power to compete in the provision of 'worthwhile' knowledge and considers subjects as continually changing sub-groups of information. Such subjects from the framework of the society in which individuals live and over which they have influence. This volume questions the basis on which subject disciplines are developed and formulates new possibilities for curriculum development and reform in a post-modrnist age.
Author: Ivor F. Goodson
Publisher: Routledge
ISBN: 1135722412
Category : Education
Languages : en
Pages : 264
Get Book Here
Book Description
The process of curriculum development is highly practical, as Goodson shows in this enlarged anniversary third edition of his seminal work. The position of subjects and their development within the curriculum is illustrated by looking at how school subjects, in particular, geography and biology, gained academic and intellectual respectability within the whole curriculum during the late 1960s and early 1970s. He highlights how subjects owe their formation and accreditation to competing status and their power to compete in the provision of 'worthwhile' knowledge and considers subjects as continually changing sub-groups of information. Such subjects from the framework of the society in which individuals live and over which they have influence. This volume questions the basis on which subject disciplines are developed and formulates new possibilities for curriculum development and reform in a post-modrnist age.
Author: Alka Sehgal Cuthbert
Publisher: UCL Press
ISBN: 1787358747
Category : Education
Languages : en
Pages : 286
Get Book Here
Book Description
The design of school curriculums involves deep thought about the nature of knowledge and its value to learners and society. It is a serious responsibility that raises a number of questions. What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? And how far should the knowledge we teach in school be related to academic disciplinary knowledge? These and many other questions are taken up in What Should Schools Teach? The blurring of distinctions between pedagogy and curriculum, and between experience and knowledge, has served up a confusing message for teachers about the part that each plays in the education of children. Schools teach through subjects, but there is little consensus about what constitutes a subject and what they are for. This book aims to dispel confusion through a robust rationale for what schools should teach that offers key understanding to teachers of the relationship between knowledge (what to teach) and their own pedagogy (how to teach), and how both need to be informed by values of intellectual freedom and autonomy. This second edition includes new chapters on Chemistry, Drama, Music and Religious Education, and an updated chapter on Biology. A revised introduction reflects on emerging discourse around decolonizing the curriculum, and on the relationship between the knowledge that children encounter at school and in their homes.
Author: Great Britain. Department of Education and Science
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 32
Get Book Here
Book Description
Author: Franklin Bobbitt
Publisher:
ISBN:
Category : Citizenship
Languages : en
Pages : 346
Get Book Here
Book Description
Author: Brian Hudson
Publisher: Bloomsbury Publishing
ISBN: 1350167118
Category : Education
Languages : en
Pages : 257
Get Book Here
Book Description
Drawing on the idea of powerful knowledge, this book interrogates the epistemic quality of education in schools, in terms of what students are expected to know, make sense of and be able to do through the curriculum. In doing so the authors acknowledge the significance of transformation processes through which specialized knowledge, developed in subject disciplines, is reshaped and re-presented in educational environments. Moving beyond the narrow knowledge vs skills debate of the 20th century, the authors look at how we might democratise and open up access to 'knowledge of the powerful' for all through the school curriculum. Arising from the work of the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), this book draws on studies conducted in a range of national contexts, including from Finland, France, Germany, Norway, Sweden and the UK, and considers the implications for curriculum innovation at policy, programmatic and classroom level.
Author: Gerard Mosler
Publisher: HarperCollins Publishers
ISBN: 9780200001687
Category : Games & Activities
Languages : en
Pages : 102
Get Book Here
Book Description
Includes a variety of puzzles arranged by school subjects such as mathematics, science, fine arts, social studies, and language arts.
Author: Allan Luke
Publisher: Routledge
ISBN: 0415803195
Category : Education
Languages : en
Pages : 182
Get Book Here
Book Description
Advancing a unified, principled approach that aims for high quality/high equity educational outcomes, this book offers clear, realistic guidelines for the tasks of writing curriculum documents and designing official syllabi and professional development programs at system and school levels.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309057892
Category : Education
Languages : en
Pages : 305
Get Book Here
Book Description
In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education? In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one"â€"the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education. The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students. Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilitiesâ€"and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education.
Author: Charlotte Mason
Publisher: Createspace Independent Publishing Platform
ISBN: 9781717083289
Category :
Languages : en
Pages : 516
Get Book Here
Book Description
Charlotte Mason Original Homeschool Series Volume I Home Education
Author: Ivor F. Goodson
Publisher: Routledge
ISBN: 1135153205
Category : Education
Languages : en
Pages : 247
Get Book Here
Book Description
What is the role of narrative in how people learn throughout their lives? Are there different patterns and forms of narrativity? How do they influence learning? Based on data gathered for the Learning Lives project, which sought to understand learning by questioning individuals about their life stories, this book seeks to define a new learning theory which focuses on the role of narrative and narration in learning. Through a number of detailed case-studies based on longitudinal interviews conducted over three and four-year periods with a wide range of life story informants, Narrative Learning highlights the role of narrative and narration in an individual’s learning and understanding of how they act in the world. The authors explore a domain of learning and human subjectivity which is vital but currently unexplored in learning and teaching and seek to re-position learning within the ongoing preoccupation with identity and agency. The ‘interior conversations’ whereby a person defines their personal thoughts and courses of action and creates their own stories and life missions, is situated at the heart of a person’s map of learning and understanding of their place in the world. The insights presented seek to show that most people spend a significant amount of time rehearsing and recounting their life-story, which becomes a strong influence on their actions and agency, and an important site of learning in itself. Narrative Learning seeks to shift the focus of learning from the prescriptivism of a strongly defined curriculum to accommodate personal narrative styles and thereby encourage engagement and motivation in the learning process. Hence the book has radical and far-reaching implications for existing Governmental policies on school curriculum. The book will be of particular interest to professionals, educational researchers, policy-makers, undergraduate and postgraduate learners and all of those involved with education theory, CPD, adult education and lifelong learning.
