Download e-book for iPad: Key Concepts for Understanding Curriculum by Colin J Marsh

By Colin J Marsh

ISBN-10: 020332689X

ISBN-13: 9780203326893

ISBN-10: 041531917X

ISBN-13: 9780415319171

ISBN-10: 0415319188

ISBN-13: 9780415319188

Key thoughts for knowing Curriculum is a useful advisor for all concerned with curriculum issues. Now totally up-to-date, this revised and enlarged fourth version offers not just an exceptional grounding within the topic but in addition covers the most recent developments and concerns affecting the sphere. Written in Marsh's transparent and available sort, the publication is split into six sections, including

  • Curriculum making plans and development
  • Curriculum management
  • Teaching perspectives
  • Collaborative involvement in curriculum
  • Curriculum ideology

Now up-to-date to incorporate a brand new bankruptcy which seems to be at curriculum types and the way those may be utilized by lecturers, the hot variation additionally contains additional aspect on criteria and crucial studying elements lately brought in a couple of international locations, together with the united kingdom, united states and Australia.

This up to date variation should be crucial studying for an individual excited about curriculum making plans or improvement and may be in particular necessary to scholars education to be lecturers and practicing lecturers following specialist improvement programmes.

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Additional resources for Key Concepts for Understanding Curriculum

Sample text

However, there have been some revisions to the National Curriculum since 2000, including reductions in the level of detailed prescription for many subjects and more opportunities for school initiatives at key stages 3 and 4 in the areas of Personal, Social and Health Education and Citizenship Education. Elliott (2002) contends that the post 2000 reforms are an important shift with their new emphases upon pedagogy and the quality of the learning processes rather than concentrating only upon the content.

That is, the intended learning results are the start-up points in defining the system (Hansen, 1989). A set of conditions are described that characterize real life and these are used to derive a set of culminatory role performances. Students are required to provide a culminating demonstration – the focus is upon competence as well as content but not on the time needed to reach this standard. Specifically, an outcome is an actual demonstration in an authentic context (Spady, 1993, p. 4). Moore (2001) notes that in the USA there have been many versions of outcome-based education (OBE) but all of them promote system-level change – 28 Objectives, Learning Outcomes and Standards ‘observable, measurable outcomes; and the belief that all students can learn’ (p.

Each curriculum framework has the potential to provide a structure for designing subjects and a rationale and policy context for subsequent curriculum development of these subjects. Examples of school-oriented curriculum frameworks include ‘science’ (including, for example, biology, chemistry, physics, geology) and ‘commerce’ (including, for example, accounting, office studies, economics, computing). In the USA the term ‘social studies’ was first used by the National Education Association in 1894 to describe predominantly history, but also geography, economics, government and civics.

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Key Concepts for Understanding Curriculum by Colin J Marsh

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