| Description |
xiv, 202 pages ; 24 cm |
| Contents |
1. Institutions in the Mind: Autobiographical Fragments -- 2. The Teacher's Role in Curriculum Development: An Unresolved Issue in English Attempts at Curriculum Reform -- 3. The Curriculum Dimensions of Student Disaffection -- 4. Social Complexity, Subsidiarity and Curriculum Policy-making -- 5. School Effectiveness Research and its Critics: Alternative Visions of Schooling -- 6. Culture, Education and Distributive Justice -- 7. Environment and School Initiatives (ENSI): An International Innovative Curriculum Experiment -- 8. The Politics of Environmental Education: A Case Story -- 9. What Have We Learned from Action Research in School-based Evaluation? |
| Summary |
This book focuses on the interface between curriculum policy/practice and social change in technology-driven advanced societies, and the challenges this presents for education in the 21st century. Drawing on the experience of attempts at radical innovation in the curriculum within the UK and other OECD countries, the author develops a framework for curriculum policy making and development which he argues will enable education to meet the challenges of social change. In the process, he undertakes a critique of the currently fashionable school effectiveness and improvement movements and argues that they are underpinned by outmoded views of the roles and functions of schools |
| Bibliography |
Includes bibliographical references (pages [190]-194) and index |
| Subject |
Elliott, John, Dip. Phil. Ed.
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Curriculum change -- England.
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Curriculum planning -- Social aspects -- England.
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Educational change -- England.
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Teacher participation in curriculum planning -- England.
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Teachers -- Training of -- England -- Biography.
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Teachers -- England -- Biography.
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| Genre/Form |
Autobiographies.
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| LC no. |
97012960 |
| ISBN |
033519429X (paperback) |
|
0335194303 (hc) |
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