Originally published in 1983 and as a second edition in 1988. An attempt is made in this book to disentangle some of the professional, ethical, political, theoretical and practical issues involved in curriculum evaluation. This book present evidence concerning a number of evaluation strategies and techniques, drawing on experience in several countries, including the UK, Australia and the US, to debate the potential of insider and outsider approaches to evaluation, and combinations of the two. It also offers a practical source book for those wishing to plan and conduct curriculum evaluations. Finally, it considers the crucial question of how evaluation can influence curriculum action and, thereby, teaching and learning.

Originally published in 1986. This book's focus is on English secondary schooling in the late 19th and 20th Centuries, during which the definition of a general 'secondary' education was itself negotiated and consolidated before the development of secondary modern and then comprehensive schools. In each chapter, a specialist contributor considers the changing ideology, shape and status of one of the seven traditional academic subjects, namely Classics, Modern Languages, English, History, Geography, Mathematics and Science. These seven school subjects have dominated the academic school curriculum since the nineteenth century and continue to exert a powerful influence upon the contemporary school curriculum today despite the emergence of various rivals and the growing status of 'practical' subjects.

This book explores poetry and pedagogy in practice across the lifespan. Poetry is directly linked to improved literacy, creativity, personal development, emotional intelligence, complex analytical thinking and social interaction: all skills that are crucial in contemporary educational systems. However, a narrow focus on STEM subjects at the expense of the humanities has led educators to deprioritize poetry and to overlook its interdisciplinary, multi-modal potential. The editors and contributors argue that poetry is not a luxury, but a way to stimulate linguistic experiences that are formally rich and cognitively challenging. To learn through poetry is not just to access information differently, but also to forge new and different connections that can serve as reflective tools for lifelong learning. This interdisciplinary book will be of value to teachers and students of poetry, as well as scholars interested in literacy across the disciplines.

This book aims to develop a situative educational model to guide the design and implementation of powerful student-centered learning environments in higher education classrooms. Rooted in educational science, Hoidn contributes knowledge in the fields of general pedagogy, and more specifically, higher education learning and instruction. The text will support instructors, curriculum developers, faculty developers, administrators, and educational managers from all disciplines in making informed instructional decisions with regard to course design, classroom interaction, and community building and is also of relevance to educators from other formal and informal educational settings aside from higher education.

Mastery in Primary Mathematics contains clear, practical guidance for both teachers and leaders on how to implement a mastery approach in the classroom that transcends any particular context, school type or scheme currently being used. Filled with research-based evidence, case studies and concrete examples of teaching for mastery used successfully, this is the ideal toolkit to implementing a mastery approach across a school, regardless of expertise. Moulding pupils into confident and successful mathematicians is one of the most important jobs of a primary school. It can also be one of the most difficult. Teaching for mastery gives pupils the best possible understanding of mathematics and implementing it involves a two-pronged approach: mastery must be embedded in the classroom, but will only work with the full support of the school's leadership team. Based on educational research and school case studies, Mastery in Primary Mathematics gives practical advice on introducing and sustaining teaching for mastery, with sections for both class teachers and school leaders. In this must-have guide, Tom Garry, NCETM Maths Mastery Specialist Teacher, covers the areas of variation theory, mathematical reasoning and the use of correct mathematical language, and equips leaders with the necessary tools to make the mastery approach work across a school. With a view to planning at three levels - curricular, unit and lesson - in order to fully arm educators with the means to plan effectively, Tom draws on cognitive science as current developments in this field are crucial to understanding how children learn.

This lively new instructional resource offers teachers a cohesive and accessible guide to curriculum mapping for the primary classroom. From curriculum mapping, the authors guide teachers through: * Use of standards and rubrics for the development of interdisciplinary units and lessons * Analysis of students' learning styles and needs * Development of differentiated content, process, products, and homework The authors' teacher-friendly framework for blending curriculum mapping with differentiated instruction ensures a student-centered classroom, and their "Teachers' Tool Chests" offer planning templates and task cards for the sample lessons and units in the book.

Originally published in 1974. This book presents research into the planning and implementation of the Keele Integrated Studies Project. From 1969 to 1972 the work of the project team was investigated through observation, questionnaire and interview to obtain a picture of the way decisions about curriculum innovation are made and of how these decisions are executed in schools. The book is mainly the outsider's view, but the Project Director and the Assistant Director have contributed chapters and comments by members of the project team are also included. Three aspects of the curriculum project are covered: the interaction between project team, trial schools, university, local authority and Schools Council; the relations within the project team, within the trial schools, and between the curriculum innovators and the classroom teachers; and the impact of the project after the finish of the trial in the schools. The final chapters include conclusions on the process of curriculum change and on the education system in which it occurs. The problems of reconciling the different perspectives and interests of all the parties involved are examined in detail, showing that negotiation, adaptation and compromise are at the heart of curriculum change.

Originally published in 1989. This book defines and explains in simple language the essential characteristics of the school curriculum and the forces which act on it. The National Curriculum provides an integrating theme throughout the book, and the author gives a list of suggested further reading. This is not just a standard first year text for students starting B.Ed and PGCE courses but also an introduction for school governors who under the 1986 and 1988 Education Acts have an increased responsibility for the curriculum in their schools.

Originally published in 1985. This is an overview of the evolution of curriculum evaluation since the reforms of the 1960s, presented through the personal and practical knowledge of experienced individuals, rather than abstract theoretical models which hitherto dominated the field. A collection of personal retrospective accounts, by leading evaluators, of their roles in the actual process of curriculum development, the chapters represent diverse educational systems in a range of countries including Australia, Israel, England and the USA. A variety of innovative curricula are portrayed and the models which emerge are empirically based. Their diversity provides evidence for the need to accommodate and adjust theoretical and methodological principles to real situations. This is a great reference for those with an interest in comparative curriculum development.

Originally published in 1990. Small primary schools were a source of considerable debate in the 1980s. This balanced and authoritative account is based on the findings of a survey of curriculum provision. It shows that small primary schools differ surprisingly little from their larger counterparts in the content of their curriculum and in the manner of its teaching. It suggests though that pupils in small schools do not necessarily get a better deal than pupils in larger schools. It looks at the future of those schools and discusses clustering and federation to pool resources. Written just as the National Curriculum was about to be introduced, this book is an interesting reflection for students of primary education, curriculum studies and educational administrators.

Originally published in 1982. This book analyses developments in primary education since 1974 and from this analysis draws out issues gaining rapidly in currency and seem likely to have significant impact on primary education in the following decade. As well as including a substantial number of papers written specially for the book, it draws on some of the best of writing on primary education at the time. This is extremely useful for those interested in curriculum history.

Originally published in 1991. Consisting of 18 teachers' reports on attempts to change traditional learning environments, the contributors argue for a commitment to whole curriculum planning, which embraces a variety of learning environments both inside and outside the school walls. There is a particular concern in several of the reports for lower attaining pupils and those pupils who seem to gain very little from `normal lessons'.

Originally published in 1978. This book presents how the potential of the comprehensive school could be realized by bringing unity and coherence to its curriculum and organization. Among the subjects considered are value judgments and curriculum design; faculties and the organization of learning; subjects and options; the sixth form; and the timetable as an enabling device. This book goes beyond the prevalent considerations of the time to examine the relationship between educational theory and practice, and the underlying issues of how a rationale of curriculum may be determined and the involvement of teachers in school-focused curriculum development. An appendix considers the curriculum and timetable structure of Sheredes School in Hertfordshire, a new comprehensive school set up in 1969.

Originally published in 1980. School-based curriculum development was the dominant form of curriculum development in Britain. Though there were national projects, it was thought that the initiative for change must come from within the schools. Curriculum development arose directly from the needs and enthusiasms of the schools, their pupils and their teachers. Some large schools had undertaken their own programmes while others joined forces, sharing common needs and enjoying common achievements or based effective in-school initiatives on national projects. Given how much things have changed since, this book is enlightening. Case studies: Codsall, Staffordshire; Manor Park, Newcastle; Abraham Moss Centre, Manchester; and Hele's School, Exeter. There are also studies of the Independent Learning in Science Project and in the Nuffield Integrated Science Project.

Originally published in 1983. Written by an experienced headteacher and curriculum consultant, this book was written to help schools with the task of planning their whole curriculum - teachers, governors, administrators and students. It provides information on national educational policies of the time, approaches to curriculum planning, and the structures of actual schools. The Department of Education and Science had just issued Circular 6 of 1981, which called upon education authorities, governing bodies, heads and the staffs of schools 'to secure a planned and coherent curriculum within the schools'. The book describes the background to this development; spells out the tasks involved; provides a series of exercises for planning and discussion; and offers ideas, questions and methods. It recognises the diversity of school circumstances, and talks about the vital transition from theory to practice.

Originally published in 1983. This book provides the first overview of developments in primary science prior to and following the national survey of primary schools in 1978. Key issues central to contemporary policy and practice are identified, set in context and interrelated for teachers, students, tutors and policymakers. Contributors to the book include most of the leading figures in contemporary primary science at the time.

Originally published as a special issue of Research in Dance Education, now with an added chapter, this text acknowledges and celebrates the increasingly diverse careers and employment networks in which dance professionals and dance educators are engaged. Addressing issues and developments relating to the workplace of dance, the text explores what it means to transcend the boundary between dance as passion, and dance as employment. Chapters explore challenges of professional practice including limitations on access, precarity, bodily risk, gender inequality, and sexual harassment, and challenge the status quo to offer readers new ways of thinking about dance, and how this might translate into professional practice and work. Ultimately celebrating the passion which motivates dancers to embark on a professional career, and highlighting the elation and joy which such employment can bring, this volume encourages dance professionals, students, and educators to imagine things differently and develop teaching approaches, curricula, work places, and communities which capitalise on the diversity and dedication of individuals in the field. This text will be of great interest to graduate and postgraduate students, researchers, academics, professionals in the field of Dance, Dance Education, Choreography and related art forms, Curriculum studies and Sociology of Education.

Socio-scientific issues (SSI) are open-ended, multifaceted social issues with conceptual links to science. They are challenging to negotiate and resolve, and they create ideal contexts for bridging school science and the lived experience of students. This book presents the latest findings from the innovative practice and systematic investigation of science education in the context of socio-scientific issues. Socio-scientific Issues in the Classroom: Teaching, Learning and Research focuses on how SSI can be productively incorporated into science classrooms and what SSI-based education can accomplish regarding student learning, practices and interest. It covers numerous topics that address key themes for contemporary science education including scientific literacy, goals for science teaching and learning, situated learning as a theoretical perspective for science education, and science for citizenship. It presents a wide range of classroom-based research projects that offer new insights for SSI-based education. Authored by leading researchers from eight countries across four continents, this book is an important compendium of syntheses and insights for veteran researchers, teachers and curriculum designers eager to advance the SSI agenda.

Offering an examination of educational approaches to promote justice, this volume demonstrates the necessity for keeping race, ethnicity, class, language, and other diversities at the core of pedagogical strategies and theories that address queer, trans, gender nonbinary and related issues. Queer theory, trans theory, and intersectional theory have all sought to describe, create, and foster a sense of complex subjectivity and community, insisting on relationality and complexity as concepts and communities shift and change. Each theory has addressed exclusions from dominant practices and encouraged a sense of connection across struggles. This collection brings these crucial theories together to inform pedagogies across a wide array of contexts of formal education and community-based educational settings. Seeking to push at the edges of how we teach and learn across subjectivities and communities, authors in this volume show that theories inform practice and practice informs theory-but this takes careful attention, reflexivity, and commitment. This scholarly text will be of great interest to graduate and postgraduate students, academics, teachers, libraries and policy makers in the field of Gender and Sexuality in Education, LGBTQ studies, Multicultural Education and Sociology of Education.

Conceptually rich and grounded in cutting-edge research, this book addresses the often-overlooked roles and implications of diversity and indigeneity in curriculum. Taking a multidisciplinary approach to the development of teacher education in Guatemala, Lopez provides a historical and transnational understanding of how "indigenous" has been negotiated as a subject/object of scientific inquiry in education. Moving beyond the generally accepted "common sense" markers of diversity such as race, gender, and ethnicity, Lopez focuses on the often-ignored histories behind the development of these markers, and the crucial implications these histories have in education - in Guatemala and beyond - today.

Originally published in 1993. The appearance of design and technology in the National Curriculum has offered primary teachers opportunities for imaginative and stimulating work which is directly related to the lives of their pupils. Its sheer scope can, however, be daunting for the teacher already overloaded with the other demands of the National Curriculum. Tina Jarvis provides some much needed guidance on strategies for including design and technology effectively within the whole curriculum, including the development of co-operative group-work and finding effective ways to assess individuals in group situations. The author also looks at how teachers can tackle subject areas which may be unfamiliar to them, such as systems, environments and economic enterprises.

Originally published in 1994. One of the most neglected areas of research and thus writing is the world of the infant school child. Those who know it best are teachers who tend not to write. Those who write most are academics and even they venture rarely into this area. This book is based on research funded by the University of Wales. A number of teachers in a Welsh LEA were interviewed over time as the National Curriculum was being introduced up to Key Stage 1. The structured interviews covered a wide range of topics related to the anticipated and actual efforts of the National Curriculum at this key stage including curriculum planning, assessment, teaching methods, and organization. Teachers' attitudes to the curriculum were explored through a short attitude test. The resulting data provides in depth the first such examination and is a resource not only in itself but for all those researchers on change agents and restructuring.

This book concentrates on the deep historical, political, and institutional relationships between art, education, and excess. Going beyond field specific discourses of art history, art criticism, philosophy, and aesthetics, it explores how the concept of excess has been important and enduring from antiquity through contemporary art, and from early film through the newer interactive media. Examples considered throughout the book focus on disgust, grandiosity, sex, violence, horror, disfigurement, endurance, shock, abundance, and emptiness, and frames them all within an educational context. Together they provide theories and classificatory systems, historical and political interpretations of art and excess, examples of popular culture, and suggestions for the future of educational practice.

Originally published in 1993. Integrating cross-curricular themes into the curriculum has emerged as a major challenge for all schools. This book gives advice on how to deal with Citizenship in schools in terms of whole-school development planning, monitoring and evaluation. Placing it in the context of other cross-curricular themes and of core and foundation subjects in the National Curriculum, this book is for headteachers, other teachers involved in curriculum coordination, school inspectors, initial teacher trainers and lNSET providers.

Originally published in 1989. What should be taught in schools? This book explores the differing curriculum traditions in Britain, Europe, the USA, Latin America, India and the Far East and the possibilities for change. For the practising teacher and the educationalist it opens up the debates about 'quality' in education which have been intense in many countries throughout the 1980s and focuses on how different countries are trying to change the curriculum to achieve higher standards and greater relevance. Considering the age-old questions "Who shall be educated?" and "What knowledge is of most worth?", four major curriculum traditions are examined in an historical context. The authors show how some European and American practices were freely incorporated into emerging systems in other parts of the world while elsewhere curricula were transferred by imperialists to their colonies and then modified. In the first part of the book the difficulties of curriculum change are explored within the contexts of countries where the curricula are rooted in indigenous models. The second part examines countries where curricula have been transferred from other parts of the world and how this affects curriculum change. In each case the politics of educational change since 1945, when compulsory education was introduced in many countries, has been analysed. The book will help students of education to understand the issues of curriculum reform and the transfer of curriculum models and places the problems in an international perspective with case studies.