New Perspectives on Curriculum, Learning and Assessment

Softcover Nachdruck of the original 1. Auflage 2016
ISBN: 978-3-319-34705-9
Verlag: Springer International Publishing

Buch, Englisch, 210 Seiten, Previously published in hardcover, Format (B × H): 155 mm x 235 mm, Gewicht: 347 g

Reihe: Evaluating Education: Normative Systems and Institutional Practices

This book offers a detailed analysis and assessment of the state of education round the world. The argument is made that education and curriculum practices are deficient for two reasons. The first is the adoption by governments, policy-makers and practitioners of a set of knowledge practices that can be broadly characterised as empiricist and technicist, and which has come to dominate how curricula are constructed and certainly how education systems and their work can be described. The second is the adoption of a model of curriculum that is both backward-looking and, in its own terms, confused and muddled. This book then sets out an alternative model, which is more cogent and better focused on human wellbeing.

Zielgruppe

Research

Autoren/Hrsg.

Scott, David

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Curricula: Planung und Entwicklung

Inhaltsverzeichnis

Preface.- Acknowledgements.- 1. Introduction: Curriculum, Learning and Assessment.- 2. Curriculum Frameworks.- 3. Theories of Learning.- 4. Knowledge and the Curriculum.- 5. Learning Environments and Transitions.- 6. Accountability.- 7. Globalisation Mechanisms .- 8. International Comparisons.- 9. A New Model of Curriculum.- Notes.- References.- Author Index.- Subject Index.