By Linda Hargreaves, Janet Moyles
This e-book is worried with the relationships and tensions in schooling among children's wishes and societies' calls for, questions which basic academics far and wide face each day, such as:
* how does society's view of kids and formative years impact instructing and learning?
* how do the dictates of the schooling approach, together with a countrywide curriculum, form educating practice?
* how do the conventions of lecture room perform healthy with teachers' personal ideals and values?
the 1st a part of the publication bargains a simple framework for wondering basic curricula from the views raised through those questions, while the second one half provides a number overseas perspectives at the basic curriculum from Australia, New Zealand, South-East Asia, Europe and america.
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Example text
23 MEL VLAEMINKE Political influences In many countries an association between the growth of democracy and the development of educational provision can be demonstrated. Even in England there is quite a close chronological match between legislation which progressively extended the franchise and legislation which enlarged educational provision. In some developing countries, the difficulty of conducting election campaigns with a largely illiterate population has been one of the main spurs to national investment in education.
And Grant, N. (1977) Patterns of Education in the British Isles. London: Allen & Unwin. Board of Education (1904) Regulations for Elementary Schools. London: HMSO. Board of Education (1926) Report of the Consultative Committee on the Education of the Adolescent (The Hadow Report). London: HMSO. Board of Education (1931) Report of the Consultative Committee on the Primary School (The Hadow Report). London: HMSO. Central Advisory Council for Education (CACE) (1967) Children and their Primary Schools (The Plowden Report).
The present-day emphasis is that of Thomas Gradgrind—an emphasis on facts and more facts. But, without careful conceptual exploration, educational policies and practices lack any secure intellectual 28 THE CONCEPT OF A DEVELOPMENTAL CURRICULUM base. They thus become confused and consequently inadequate, since practice without theory is blind and practice without a conceptually secure theory is dangerous. Worse, conceptual analysis involves making explicit the values which underpin one’s policies and practices, so that it is a lack of conceptual clarity that makes possible all the many deceptions that are practised on us—most notably again by politicians and their lackeys.
The Primary Curriculum: Learning from International Perspectives by Linda Hargreaves, Janet Moyles
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