Originally published in 1982. This book presents a view of how the
curriculum should be studied and a model for the teaching of
curriculum theory. It looks at each issue clearly and briefly, and
without dogmatism, and offers a wide range of practical tasks.
These tasks require readers to reflect upon and analyse their
preconceptions about teaching; to suggest ways of planning work for
their pupils and trying it out; to analyse and evaluate textbooks
and worksheets; to study other teachers in action; and to consider
alternative ways of organising the curriculum. The ordering is
designed to encourage teachers to form systematic strategies for
thinking about the curriculum, and to lead to the discussion of
matters of principle as a basis for practical choices.
General
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