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One of the educationist's major concerns today is to find effective
ways of translating new goals for the curriculum into classroom
practices. American and British contributions analyse curriculum
change as it actually occurs, with people, institutions and
constraints of time and money acknowledged and accepted as a
necessary and rightful part of the whole process. Detailed accounts
are given of curriculum change in a wide variety of settings:
American and English school systems, a college of education, an art
curriculum project, Scottish classrooms. Analytic perspectives are
employed that help to clarify the underlying forces at work. The
contributors probe the adequacy of current theorizing about
curriculum development, and suggest new ways of thinking about the
problems involved in bringing about change.
First published in 1978, this book looks at the 'curriculum crisis'
of the 1970s, examining the effect it has had for Curriculum
Studies and curriculum policy making. It focuses on a time when
long-established structures and procedures were challenged and
schools were accused of having lost touch with the wants and needs
of communities. The author argues that the curriculum should become
part of community interest and be led by this, rather than by
professionals and initiates. Indeed, he feels that the curriculum
must have an identity which avoids alliances with technocrats,
bureaucrats or ideologues, but yet has a positive philosophy and a
commitment to good values.
Developments in educational systems are inextricably linked with
the social and political evolution of nations. Nowhere is this more
clearly to be seen than in the history of the English sixth form.
Originally published in 1982, this book, whose authors had been
associated with a number of research projects into 16-19 education,
traces the tradition of the sixth form from its origins in the
public schools of the nineteenth century through to controversies
at the time, over sixth form and tertiary colleges and the
extension of 16-19 education to embrace youth opportunities
programmes and other semi-vocational courses. It shows that 'the
sixth' has not only been a significant element in its own right in
the adjustment of English society to the challenge of democratic
ideals, but has also played a key role in the evolution of
secondary education from the endowed school of the nineteenth
century, through the municipal grammar schools set up after the
1902 Education Act, to the comprehensive secondary schools of
today. In fact, the fate and future of comprehensive schooling
becomes fully understandable only through a study of the sixth form
tradition which has shaped the activities of educationists and
policy-makers over the last hundred years. The authors conclude
that educational policy-making is both facilitated and constrained
by the existence of enduring traditions stemming from the past: in
fact, the work of policy-making lies precisely in the constructive
reinterpretation of that inheritance. This book describes and
clarifies the nature of the tradition of sixth form education which
has been handed down to us, and its relation to democratic values
and institutions.
Developments in educational systems are inextricably linked with
the social and political evolution of nations. Nowhere is this more
clearly to be seen than in the history of the English sixth form.
Originally published in 1982, this book, whose authors had been
associated with a number of research projects into 16-19 education,
traces the tradition of the sixth form from its origins in the
public schools of the nineteenth century through to controversies
at the time, over sixth form and tertiary colleges and the
extension of 16-19 education to embrace youth opportunities
programmes and other semi-vocational courses. It shows that 'the
sixth' has not only been a significant element in its own right in
the adjustment of English society to the challenge of democratic
ideals, but has also played a key role in the evolution of
secondary education from the endowed school of the nineteenth
century, through the municipal grammar schools set up after the
1902 Education Act, to the comprehensive secondary schools of
today. In fact, the fate and future of comprehensive schooling
becomes fully understandable only through a study of the sixth form
tradition which has shaped the activities of educationists and
policy-makers over the last hundred years. The authors conclude
that educational policy-making is both facilitated and constrained
by the existence of enduring traditions stemming from the past: in
fact, the work of policy-making lies precisely in the constructive
reinterpretation of that inheritance. This book describes and
clarifies the nature of the tradition of sixth form education which
has been handed down to us, and its relation to democratic values
and institutions.
One of the educationist s major concerns today is to find
effective ways of translating new goals for the curriculum into
classroom practices. American and British contributions analyse
curriculum change as it actually occurs, with people, institutions
and constraints of time and money acknowledged and accepted as a
necessary and rightful part of the whole process. Detailed accounts
are given of curriculum change in a wide variety of settings:
American and English school systems, a college of education, an art
curriculum project, Scottish classrooms. Analytic perspectives are
employed that help to clarify the underlying forces at work. The
contributors probe the adequacy of current theorizing about
curriculum development, and suggest new ways of thinking about the
problems involved in bringing about change.
First published in 1978, this book looks at the 'curriculum crisis'
of the 1970s, examining the effect it has had for Curriculum
Studies and curriculum policy making. It focuses on a time when
long-established structures and procedures were challenged and
schools were accused of having lost touch with the wants and needs
of communities. The author argues that the curriculum should become
part of community interest and be led by this, rather than by
professionals and initiates. Indeed, he feels that the curriculum
must have an identity which avoids alliances with technocrats,
bureaucrats or ideologues, but yet has a positive philosophy and a
commitment to good values.
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