| Description |
1 online resource (374 pages) |
| Series |
Education Heritage |
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Education Heritage
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| Contents |
Cover; Half Title; Title Page; Copyright Page; Table of Contents; Preface and acknowledgements; Introduction: curriculum and the teacher; Part I Defining the curriculum problem; 1 Defining the curriculum problem; 2 Bloom's taxonomy: a philosophical critique (1); 3 Bloom's taxonomy: a philosophical critique (2); 4 Re-thinking evaluation: notes from the Cambridge Conference; 5 Curriculum criticism: misconceived theory, ill-advised practice; 6 Authenticity, autonomy and compulsory curriculum; 7 Authenticity, autonomy and compulsory curriculum: a reply to Michael Bonnett |
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8 The idea of a pastoral curriculum9 Curriculum reform and curriculum theory: a case of historical amnesia; Part II New orders of experience; 10 Teaching through small group discussion: formality, rules, and authority; 11 The concept of the neutral teacher; 12 Rationality, democracy and the neutral teacher; 13 The social organisation of the classroom and the philosophy of mixed ability teaching; 14 Anti-racism and the 'new' South African educational order; 15 Inclusive practice in English secondary schools: lessons learned |
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16 The ecologisation of schools and its implications for educational policy17 Seeing our way into learning; 18 Pupil participation and pupil perspective: 'carving a new order of experience'; 19 Identifying and responding to needs in education; 20 A curriculum for the future; Part III Teachers and teaching; 21 Review essays: 'The Pain Must Go On' and 'The Highs and Lows of Teaching: 60 years of Research Revisited'; 22 Teaching and the self; 23 The emotional contours and career trajectories of (disappointed) reform enthusiasts |
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24 Voice: the search for a feminist rhetoric for educational studies25 Reflective writing and the spirit of inquiry; 26 Narrative, experience and the study of curriculum; 27 Alienation within the profession -- special needs or watered down teachers? Insights into the tension between the ideal and the real through action research; 28 Educational theory and the professional learning of teachers: an overview; 29 Still no pedagogy? Principle, pragmatism and compliance in primary education; Index |
| Summary |
Even though the curriculum can be tightly specified and controlled by strong accountability mechanisms, it is teachers who decisively shape the educational experiences of children and young people at school. Bringing together seminal papers from the Cambridge Journal of Education around the theme of curriculum and the teacher, this book explores the changing conceptions of curriculum and teaching and the changing role of the teacher in curriculum development and delivery. The book is organised around three major themes:Taking its lead from Lawrence Stenhouse, Pa |
| Notes |
Print version record |
| Subject |
Teacher participation in curriculum planning -- Great Britain
|
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Curriculum planning -- Great Britain
|
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Curriculum change -- Great Britain -- History -- 20th century
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Curriculum change
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Curriculum planning
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Teacher participation in curriculum planning
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Great Britain
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| Genre/Form |
History
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| Form |
Electronic book
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| ISBN |
9781134050161 |
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113405016X |
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