The National Curriculum and its effects
著者
書誌事項
The National Curriculum and its effects
（Monitoring change in education）
Ashgate, c2001
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注記
Includes bibliographical references
内容説明・目次
内容説明
This text looks at the National Curriculum and the doubts surrounding its introduction and continued use. Doubts have centred on whether there is a "de-professionalizing" of teachers which enhances or devalues standards and whether pupils are making better or worse progress. This book is based on seeking out evidence to show whether these doubts have any foundation. The first three chapters provide a theoretical as well as a factual framework to the rest of the book. Chapters four to six explore pupils' experiences and perceptions of the National Curriculum - What's it really like for them? and has the curriculum enhanced their learning or burdened them with facts? Further chapters explore the relationship between the National Curriculum and disaffected pupils, as well as the teachers' experience and perception of the National Curriculum.
目次
- Introduction - can a curriculum be national? Cedric Cullingford
- conceptual issues in a centralized curriculum, Paul Oliver
- the crumbling shrine - the National Curriculum and the proposals to amend it, John Elliot
- secondary scholl pupils' experience of the National Curriculum, Cedric Cullingford
- pupil perceptions of the National Curriculum, Leroy McDonald
- secondary subject teaching and the development of pupil values, Bob Butroyd
- excluded or empowered - the National Curriculum and exclusions, Robert Berkeley
- exploring the policy influence of England's National Curriculum on school exclusion - a dilemma of intended entitlement and unintended exclusion?, E. Rustique-Forrester
- horse before the cart - developing an evidence-based approach to educational policy, Fay Smith, Frank Hardman
- National Curriculum subjects are repositories of values that are under-explored, Bob Butroyd
- ICT in the National Curriculum - revised but not resolved, Matthew Pearson
- conclusion - logic, rationality and the Curriculum, Paul Oliver.
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