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Since the Great Debate' on education was launched in 1976, the need
to bring greater coherence to the secondary curriculum has been
generally recognized but to be effective, a new curriculum design
must be implemented, and the process of planned educational change
must be understood. Regenerating the Curriculum traces the social
and political climate which led to a rejection of piecemeal change,
and examines the implications of school-based development of the
whole curriculum for national projects, for in-service training,
and for the management of change processes in the school. It
considers the need for new professional styles for head and
teacher, and the role of external change agencies, and looks at the
influence on the learning process of a unified curriculum based on
a selection from the culture. Finally, the political context of
curriculum change is studied at national, regional and local levels
along with the emergent concept of accountability and its
implication for authority structures in education.This book sets
out the possible patterns of change in schools, local authorities
and national policies, and suggests a number of strategies for
regenerating the curriculum in the climate of evaluation and
innovation that lies ahead.
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 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 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 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.
'This book is a useful addition to the body of literature that informs teachers and policy makers in the ever increasing, but so often misunderstood area of quality in education.' - M. Waring, British Journal of Educational Studies
'What Hoy et al. do is make a convincing case that issues around change and development in education are complex and highly political. Furthermore, the drive to control human relations through the mistrust of teachers is detrimental to pupil learning, and so what is important about this book is not only the critique of officially approved systems but also the presentation of an alternative approach.' - Helen Gunter, Educational Review
This text makes a significant contribution to existing teachers
competence in the area of quality enhancement and present
reflections on practice distilled over a lifetime of work in
education towards developing teachers and enhancing the
effectiveness of learning. Methods by which this can be done are
discussed and strategies for unlocking the potential within an
organization are explored. The role of a critical friend is
outlined, and the potential power of somebody who is trusted
probing an action plan in order to clarify ideas is suggested. A
model of validated self review is put forward, and a case study
from one LEA is used to provide evidence of the theory in practice.
Since the Great Debate on education was launched in 1976, the
need to bring greater coherence to the secondary curriculum has
been generally recognized but to be effective, a new curriculum
design must be implemented, and the process of planned educational
change must be understood. Regenerating the Curriculum traces the
social and political climate which led to a rejection of piecemeal
change, and examines the implications of school-based development
of the whole curriculum for national projects, for in-service
training, and for the management of change processes in the school.
It considers the need for new professional styles for head and
teacher, and the role of external change agencies, and looks at the
influence on the learning process of a unified curriculum based on
a selection from the culture. Finally, the political context of
curriculum change is studied at national, regional and local levels
along with the emergent concept of accountability and its
implication for authority structures in education.This book sets
out the possible patterns of change in schools, local authorities
and national policies, and suggests a number of strategies for
regenerating the curriculum in the climate of evaluation and
innovation that lies ahead.
From the reviews of the first edition: "This book is directed to
graduate students and research workers interested in the numerical
solution of problems of fluid dynamics, primarily those arising in
high speed flow. ...The book is well arranged, logically presented
and well illustrated. It contains several FORTRAN programms with
which students could experiment ... It is a "practical "book, with
emphasis on methods and their implementation. It is an excellent
text for the fruitful research area it covers, and is highly
recommended." "Journal of Fluid Mechanics" #1 From the reviews of
the second edition: "The arrangement of chapters in the book
remains practically the same as that in the first editon (1977),
except for the inclusion of Glimm's method ... This book is higly
recommended for both graduate students and researchers." "Applied
Mechanics Reviews" #1
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