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Case Studies In Curriculum Change

Author: William A Reid
Publisher: Routledge
ISBN: 1136709177
Size: 58.85 MB
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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.

Educational Change And The Secondary School Music Curriculum In Aotearoa New Zealand

Author: Graham McPhail
Publisher: Routledge
ISBN: 1351613561
Size: 65.11 MB
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Educational Change and the Secondary School Music Curriculum in Aotearoa New Zealand provides a fascinating case study in educational change. The music curriculum has been greatly affected by deep cultural and economic forces such as the growth of popular music's importance in young people's lives, by demands for inclusive and multicultural education, and not least by advances in technology that promise to invigorate all aspects of teaching and learning. This book brings together the work of a number of leading music education scholars and teachers from Aotearoa/New Zealand to both explore these issues and to share case studies of practice: both the positive changes and the unintended consequences. Each chapter focuses on a current issue in music education and the final chapter contains responses from a number of practitioners to the issues raised by the authors, drawing together the practical and theoretical dimensions of the book.

School Knowledge For The Masses

Author: John W. Meyer
Publisher: Routledge
ISBN: 1351846094
Size: 16.26 MB
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First published in 1992, this book presents unique quantitative data on the content coverage of primary education in a large number of countries since 1920. It demonstrates that these curricular outlines tend to be surprisingly similar across very disparate countries, and suggests the world processes that produced this result. Specifically, the study shows that the contemporary primary curriculum dates from changes in the late nineteenth century; that there has been a general shift towards a ‘social studies’ subject; that instruction in mathematics and sciences has tended to expand; that there have been substantial increases in foreign language instruction (and changes in the languages taught); and that instruction in the arts and physical education come to the standard world education model much later than other subjects. This work will be of particular interest to those studying primary curriculum, international education and the sociology of education.

Reforming Education And Changing Schools

Author: Richard Bowe
Publisher: Routledge
ISBN: 131541211X
Size: 10.48 MB
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The Education Reform Act introduced in England and Wales in 1988 brought about enormous changes in schools, both as management units and as educational institutions. This book, first published in 1992, was the first to look at the effects of the Act in all its aspects on the basis of empirical evidence gathered from schools over the first three years of the Act's implementation. It looks at how change is being achieved in the Local Management of Schools, the influence of the market on schools, the introduction of the National Curriculum and the place of Special Needs provision in the new education scene. This book will be of interest to all who want to know about educational reform in Britain. It will also be of interest to those in the fields of education policy, educational management and sociology of education.

The Imperial Curriculum

Author: J. A. Mangan
Publisher: Routledge
ISBN: 1136638776
Size: 28.99 MB
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This volume presents the first comparative analysis of racial attitudes in the formal schooling of both Britain and its former dominions and colonies. The various contributions examine the issue right across the British imperial experience – with case studies ranging from Canada, Ireland, East and South Africa, through the Indian subcontinent to Australia and New Zealand. Racial indoctrination is considered from the perspective of both colonizer and colonized. The central theme throughout is that a racial hierarchy was taught through both curriculum and text in schools throughout the former British Empire.

Student Activism And Curricular Change In Higher Education

Author: Dr Mikaila Mariel Lemonik Arthur
Publisher: Ashgate Publishing, Ltd.
ISBN: 1409492893
Size: 22.56 MB
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While higher education is still far from universal in the United States, it plays an increasingly large role in shaping our collective understanding of what knowledge counts as legitimate and important. Therefore, understanding the college curriculum and how it is changed and shaped helps us to understand the overall dynamics of knowledge in contemporary society. This book considers the emergence of three curricular fields that have developed and spread over the past half century in American higher education - Women's studies, Asian American studies and Queer/LGBT studies. It details the broader history of their development as knowledge fields and then explains how, when, and why individual colleges and universities may choose to adopt such innovations. Based on in-depth case studies of curricular change processes at six colleges and universities across the United States, the book demonstrates that social movements targeting colleges and universities play a major role in curricular change and sets forward a new model for understanding what it takes for social movements targeting organizations to make an impact.

Schools Must Speak For Themselves

Author: John MacBeath
Publisher: Routledge
ISBN: 1134626258
Size: 17.54 MB
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This best-selling book illustrates how schools can tell their own story. It draws on ground-breaking work with the National Union of Teachers to demonstrate a practical approach to identifying what makes a good school and the part that pupils, parents and teachers can play in school improvement. Its usefulness for and use by, classroom teachers to evaluate their practice will prove to be its greatest strength in an ever expanding effectiveness literature.

Equality Education And Physical Education

Author: John Evans
Publisher: Routledge
ISBN: 1315399849
Size: 27.63 MB
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In this book, first published in 1993, John Evans presents a guideline for challenging sexism, racism and elitism in programmes of physical education. Physical education in relation to social class, gender, race and disability is also discussed. The results arising show problems in the teaching of physical education, and examines the importance of physical education in the development of the child in today's educational system. It is the intention of the contributors to help practitioners clarify their thinking on concepts and issues involved in effecting equal opportunities in physical education. In turn, it is hoped that this will lead to better formation of physical education programmes which demonstrate both equality and equity. This title will be of interest not only to teachers but to students of sociology and education.

The Changing Urban School

Author: Robert Thornbury
Publisher: Routledge
ISBN: 0415675693
Size: 69.34 MB
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The author takes a long look at what goes on in schools, and the roles played by people specifically concerned with them: but finally the problems of the school are seen as indissolubly bound up with the changes that have overtaken urban life. The school cannot be isolated, teachers, administrators, planners and parents must actively co-operate in making the school work in society and a society which works for the school. Nothing other than such a total vision, he concludes, will enable us to achieve normal educational goals. Robert Thornbury writes out of fifteen years experience of the urban school and of the problems not only of Britain but also those sometime similar, often more acute, of other countries, in particular the United States and Australia. The need for a total urban strategy is worldwide. His point of view is broad-based but his sympathies lie most of all with the hard-working teacher who stayed on in the urban classroom. It is a book for teachers therefore, but also, by its own argument, for all concerned with the future of the inner-city and the reordering of education.