This volume contains specially commissioned papers by some of the most respected academics working in the field of further education, drawing the situation as it is now and looking forward to the developments of the coming years. It asks questions such as: will "Dearing: prove to be little more than a stop-gap?; what will be the balance of power between education institutions, the state and the private sector?; what are the realities behind "lifelong learning"?; and what form will it take if it steps out of the realms of theory?.

Although curriculum is central to the schooling process, debates about it are rarely well informed. Over the past ten years there has been a dearth of books that have informed the debate by examining curriculum in a broader context, beyond the National Curriculum. Ross, in this refreshing re-examination of the area, opens up a more general debate on how the curriculum is shaped and the compromises made between different ideologies of the nature and purpose of education.

Although curriculum is central to the schooling process, debates about it are rarely well informed. Over the past ten years there has been a dearth of books that have informed the debate by examining curriculum in a broader context, beyond the National Curriculum. Ross, in this refreshing re-examination of the area, opens up a more general debate on how the curriculum is shaped and the compromises made between different ideologies of the nature and purpose of education.

This practical, reader-friendly textbook for preservice and in-service early childhood education and early literacy courses provides "how-to-do-it" instructions for promoting emergent literacy in reading, writing, and arithmetic from preschool into the primary grades. "Early 3 Rs" answers the question: "What can I SAY and DO to give each child the best possible start on the 3 Rs?"
With the strategies and materials in this book, a teacher can give personalized direct instruction in the 3 Rs to a beginner, in just a few minutes a day. The early chapters tell how to prepare a young child for reading, writing, and arithmetic. Subsequent chapters show how to give a beginner an early start on learning the 3 Rs. All strategies begin with the oral approach (from phonemic awareness to "arithme-talk") and then progress to print that is personally meaningful to a young child. "Early 3 Rs: "
* Includes "arithmetic" as a component of early literacy.
* Gives developmentally appropriate methods for "direct" teaching of the 3 Rs.
* Provides "scripts" of what the teacher can say to promote early learning.
* Helps education students in "field-based classes" offer personalized instruction.
"Early 3 Rs" is written to be very reader friendly: the approach is intentionally eclectic; the writing deliberately avoids heavy theory; the goal is to provide an easy-to-use, highly practical and accessible guide for those who work in early childhood education settings.

Focusing on the core subjects of Mathematics, English and Science, the book addresses the political agenda in which the core curriculum takes place, and provides practical information and guidance on teaching the three subjects. The book briefly traces the history of these core subjects, examines what is meant by 'curriculum knowledge', takes apart the classroom and educational issues before offering advice on handling curriculum change and tackling new approaches to teaching. It helps teachers develop their skills through enquiry tasks, case studies, questions and suggested further reading.

Citizenship has been taught in school around the world for many years now, and is due to be introduced to the UK curriculum over the next few years. Teachers, Headteachres, administrators and policy makers have the opportunity to develop citizenship education programs for all their students. This book takes a pragmatic approach to the issue, and answers many of the crucial questions that will be emerging: what definitions of citizenship are to be followed, and how is citizenship taught? What approaches will be taken by teachers and what is the likely shape of best practice for citizenship education? How will the issue impact on schools and teacher training, and how should they rise to the challenge? What are the key factors influencing or threatening the development of good citizens? Based on the analysis of data collected form over 700 teachers the book provides real solutions to questions raised by citizenship education, and makes recommendations for practice in schools and in the training and development of teachers.

Citizenship has been taught in school around the world for many years now, and is due to be introduced to the UK curriculum over the next few years. Teachers, Headteachres, administrators and policy makers have the opportunity to develop citizenship education programs for all their students. This book takes a pragmatic approach to the issue, and answers many of the crucial questions that will be emerging: what definitions of citizenship are to be followed, and how is citizenship taught? What approaches will be taken by teachers and what is the likely shape of best practice for citizenship education? How will the issue impact on schools and teacher training, and how should they rise to the challenge? What are the key factors influencing or threatening the development of good citizens? Based on the analysis of data collected form over 700 teachers the book provides real solutions to questions raised by citizenship education, and makes recommendations for practice in schools and in the training and development of teachers.

Explores how the school curriculum can address issues generally referred to by OFSTED as "spiritual, moral, social and cultural perspectives" (SMSC). It includes: a discussion of the development and educational aspects of SMSC; how SMSC can be developed in each curriculum area within current constraints; ways in which teachers can be encouraged to establish sound policies and activities so they can make the curriculum relevant for today's (and tomorrow's) concerns; and help for teachers to see new perspectives in their subjects which will inspire and guide their pupils' own thinking about values.

In 1969, Bill Pinar was privileged to study with Dwayne Huebner at Teachers College. In a large room with 70 others, he watched an extraordinary figure in the distance--speaking a tongue few of them grasped--whom they all found compelling. They knew they were in the presence of a most remarkable and learned man. Huebner helped create the world which contemporary curriculum scholars now inhabit and labor to recreate as educators and theoreticians. His generative influence has been evident in many discourses, including the political, the phenomenological, the aesthetic, and the theological. This volume situates Huebner's work historically, emphasizing the ways it foreshadowed the reconceptualization of the field in the 1970s.

This book is for the reader who believes that thinking about and making art is intelligent behavior and that art as a subject in the K-12 school curriculum should not be used as an alibi for other curricular objectives. It examines and makes explicit those cognitive behaviors normally associated with most higher order thinking and problem solving activity and explains how they function in the act of creative forming. Its goal is ultimately to find ways to use these behaviors in the construction of an intelligent art curriculum for K-12 American schools.
This is perhaps the only text in the field designed to assist teachers in meeting the challenges of teaching in the Goals 2000 curriculum and evaluation reform effort, acquainting them with both the National Art Standards and with the assessment processes needed in order for them to become accountable.
"Mind in Art" grapples with current and relevant theory, research, and unsolved problems. It is cohesive as it attempts to bring together information that is only partially known, even among those who are college professors. And it takes a critical look at the ideas and points of view that have created divisiveness and shabby thinking in the field. In this book Charles Dorn significantly advances thinking in the field of art education.

This volume brings together a collection of essays by William A. Reid that present and elaborate the deliberative tradition of curriculum theory, and examine the implications of a deliberative perspective for approaches to policy making and school systems. The essays illustrate the development of Reid's understanding of the deliberative tradition and his efforts to extend it from a focus on practice to one that embraces conceptions of schooling as an institution.
"Institution" and "practice" are the key concepts which guide and illuminate the central thesis of the book: To be effective, a theory of curriculum must be able to talk not only about questions of desirable practice, but also about questions of how practice may be aided or constrained by the nature of the institution within which it takes place. This significant new contribution to the literature of curriculum studies:
*represents a unique attempt to synthesize what have often been treated as quite separate issues: questions of the philosophical basis for curriculum decision making, questions of processes of decision making, and questions of the nature of schools and classrooms;
*presents its material in an evolutionary way, focusing on the continuing development of ideas, rather than on a "rhetoric of conclusions"; and
*offers a summing up of thought and achievement in the deliberative tradition that is not otherwise available.

"Language Policy in Schools" provides school administrators and teachers a practical approach for designing a language policy for their school and for dealing with the language issues that confront schools, particularly those operating in settings of linguistic and cultural diversity. It can be used as a text in teacher and administrator preparation programs, graduate programs, and in-service and professional development programs. Special features include:
* a clear, jargon-free writing style that invites careful reading;
* abundant examples that students of education everywhere can learn from--including samples of school language policies developed for real schools by real teacher-researchers;
* questions at the end of each chapter to highlight key points and stimulate informed discussion among pre-service and experienced teachers and administrators; and
* an up-to-date international and cross-cultural biography.

"Language Policy in Schools" provides school administrators and teachers a practical approach for designing a language policy for their school and for dealing with the language issues that confront schools, particularly those operating in settings of linguistic and cultural diversity. It can be used as a text in teacher and administrator preparation programs, graduate programs, and in-service and professional development programs. Special features include:
* a clear, jargon-free writing style that invites careful reading;
* abundant examples that students of education everywhere can learn from--including samples of school language policies developed for real schools by real teacher-researchers;
* questions at the end of each chapter to highlight key points and stimulate informed discussion among pre-service and experienced teachers and administrators; and
* an up-to-date international and cross-cultural biography.

This book provides a comprehensive overview of the history and current status of policy, research and practices of curriculum, classroom instruction and assessment in Japan. It outlines the mechanism of curriculum organization and the history of the National Courses of Study, and assesses the theories of academic ability model. It also discusses in detail the history of "Lesson Study" - a characteristic teaching practice in Japan which utilizes groups, and reviews the history of educational assessment in Japan. Case studies on the practice of portfolio assessment in the Period for Integrated Study, as well as the practice of performance tasks in subject-based education are illustrated to show various examples of teaching practices. Curriculum, Instruction and Assessment in Japan explores: * Child-centered Curriculum and Discipline-Centered Curriculum * Theories based on Models of Academic Achievement and Competency * Various Methods for Organizing Creative Whole-Class Teaching * Performance Assessment in Subject Teaching A good guideline for those who would like to use the idea of "Lesson Study" in order to improve their own teaching and management practices and a reference to all working in educational improvement, this book will be of interest to educators and policymakers concerned with curriculum practices or those with an interest in the Japanese education system.

This text provides guidance for building curriculum structures and examines the models that can be used. Options such as accreditation of prior and experiential learning, incompany accreditation, work-based learning, negotiated awards, and transparency of education assessment are explored.

All learners and in particular lower attainers need to have a curriculum which is cognitively challenging, motivating and enriching. This book aims to help teachers adapt their teaching strategies so that they can offer such a curriculum, especially to lower attainers and examines the nature of lower attainment in its various forms. It also discusses the origins of these problems and how they may be identified and evaluates different curriculum models and methods of differentiation. The book can also be used for assessing and reviewing school improvements and development policies.

Over recent years biographical studies have gained an increasingly important place in academic study. The two are inextricably linked. Education uses biography as a teaching tool, and in biography, education features strongly as a formative stage in personal development. This book elaborates on the analytical work that has drawn attention to biography and education, and seeks to expand the understanding of lives in educational contexts. Mainstream sociology has been quick to embrace this treatment of individuals as biographical appearances, but it is arguable that it is even more relevant in the field of education.

Providing guidance in teaching across all subjects of the primary curriculum, this text draws on extensive research in constructivist ideas in children's learning which shows that effective learning occurs when teachers understand and build on children's previous views and experience in their teaching programmes. The authors provide both specialist subject knowledge and coherent cross-curiculum perspectives. The book is intended for BEd and PGCE students and lecturers but should also be of interest to established primary teachers.

This book tackles the contentious issue of whether and how thinking should be taught in schools. It explores how best to help children become effective thinkers and learners. The book also examines whether there is one set of underlying cognitive skills and strategies which can be applied across all the curriculum subjects and beyond. Its main thrust, however, is a detailed examination of approaches to developing cognitive skills which are specific to the National Curriculum.
The book provides chapters from both generalists and subject specialists to illustrate how teachers in different subject areas can benefit from taking a cognitive approach to their subject. It will give teachers a clear understanding of different approaches to teaching thinking and how these fit together.

This book tackles the contentious issue of whether and how thinking should be taught in schools. It explores how best to help children become effective thinkers and learners. The book also examines whether there is one set of underlying cognitive skills and strategies which can be applied across all the curriculum subjects and beyond. Its main thrust, however, is a detailed examination of approaches to developing cognitive skills which are specific to the National Curriculum.
The book provides chapters from both generalists and subject specialists to illustrate how teachers in different subject areas can benefit from taking a cognitive approach to their subject. It will give teachers a clear understanding of different approaches to teaching thinking and how these fit together.

This book is concerned with the relationships and tensions in education between children's needs and societies' demands, questions which primary teachers everywhere face on a daily basis, such as:
* how does society's view of children and childhood affect teaching and learning?
* how do the dictates of the education system, including a national curriculum, shape teaching practice?
* how do the conventions of classroom practice fit with teachers' own beliefs and values?
The first part of the book offers a basic framework for thinking about primary curricula from the perspectives raised by these questions, whilst the second part presents a range of international views on the primary curriculum from Australia, New Zealand, South-East Asia, Europe and the USA.

This collection of essays by established writers in postmodern pedagogy stakes out new conceptual territories, redefines the field, and presents a complete review of contemporary curriculum practice and theory in a single volume
Drawing upon contemporary research in political, feminist, theological, literary, and racial theory, this anthology reformulates the research methodologies of the discipline and creates a new paradigm for the study of curriculum into the next century. The contributors consider gender, identity, narrative and autobiography as vehicles for reviewing the current and future state of curriculum studies.Special Features
Presents new essays by established writers in postmodern pedagogy, Reviews curriculum studies through the filters of race, gender, identity, nattative, and autobiography, Offers in a single, affordable volume a complete review of contemporary curriculum practice and theory.

This collection of essays by established writers in postmodern pedagogy stakes out new conceptual territories, redefines the field, and presents a complete review of contemporary curriculum practice and theory in a single volume
Drawing upon contemporary research in political, feminist, theological, literary, and racial theory, this anthology reformulates the research methodologies of the discipline and creates a new paradigm for the study of curriculum into the next century. The contributors consider gender, identity, narrative and autobiography as vehicles for reviewing the current and future state of curriculum studies.Special Features
Presents new essays by established writers in postmodern pedagogy, Reviews curriculum studies through the filters of race, gender, identity, nattative, and autobiography, Offers in a single, affordable volume a complete review of contemporary curriculum practice and theory.