The curriculum : theory and practice /
Kelly, A. V.
The curriculum : theory and practice / A.V. Kelly. - 6th ed. - Thousand Oaks, CA : SAGE Publications, 2009. - xiii, 321p. : 25 cm.
Includes bibliographical references and index.
Foreword xiii
Introduction 1 (4)
The Curriculum and the Study of the Curriculum
5 (27)
What is the curriculum?
7 (6)
The educational curriculum
7 (2)
The total curriculum
9 (1)
The `hidden' curriculum
10 (1)
The planned curriculum and the received curriculum
11 (1)
The formal curriculum and the informal curriculum
12 (1)
The centrality of the teacher
13 (4)
`Teacher-proofing' does not work
14 (1)
The teacher's `make or break' role
14 (3)
Key aspects of Curriculum Studies
17 (6)
Strategies for curriculum change and control
17 (1)
Assessment, evaluation, appraisal and accountability
18 (1)
The politicization of curriculum
19 (1)
Curriculum planning
20 (3)
What is involved in the study of the curriculum?
23 (9)
A study in its own right
23 (1)
Practice as well as theory
24 (1)
Not an applied science
25 (2)
Beyond methodology
27 (1)
Conceptual analysis
28 (4)
Knowledge and the Curriculum
32 (24)
The problematic nature of human knowledge
33 (10)
Absolutist theories
33 (2)
Objections to absolutism
35 (8)
The politics of knowledge
43 (9)
Totalitarianism - open and concealed
43 (2)
Resistance to change
45 (1)
Ideological dominance
46 (1)
The legitimation of discourse
47 (2)
The manipulation of language
49 (1)
The use of metaphor
50 (2)
Responses to the problem of the politics of knowledge
52 (4)
Curriculum as Content and Product
56 (33)
Curriculum as content and education as transmission
56 (11)
The philosophical case
57 (1)
Education as cultural transmission
58 (5)
The political selection of curriculum content
63 (4)
Curriculum as product and education as instrumental
67 (16)
The aims and objectives movement
67 (4)
Some problems presented by this model
71 (12)
The combined model - `mastery learning'
83 (3)
The unsuitability of these models for planning which is to be genuinely educational
86 (1)
Summary
87 (2)
Curriculum as Process and Development
89 (29)
An overtly value-laden and ideological model
90 (1)
The growth of this view
91 (2)
Early conceptual inadequacies
92 (1)
A sound theoretical base
92 (1)
Curriculum as process - aims and principles
93 (5)
Procedural principles
94 (1)
Principles and aims
95 (2)
Intrinsic aims
97 (1)
Education as development
98 (5)
Active and passive views of humanity
98 (1)
Individual autonomy
99 (1)
Education as individual experience
100 (1)
The growth of competence
101 (1)
Development on every front
102 (1)
The social dimension of development - democratic empowerment
103 (3)
Democratic imperatives
104 (1)
A partnership curriculum
105 (1)
Some criticisms of the developmental model
106 (6)
Political objections
106 (1)
Philosophical objections
107 (4)
The contribution of developmental psychology
111 (1)
The major merits of this model
112 (1)
Curriculum ideologies and planning models - implications and conclusions
113 (5)
The need for conceptual clarity
114 (1)
The need for informed choices and justification
115 (3)
Curriculum Development, Change and Control
118 (29)
National agencies for curriculum development - the work of the Schools Council
119 (6)
A politically independent professional agency
120 (1)
Lessons from the School Council's work
121 (3)
Reconstitution and disestablishment
124 (1)
The dissemination of innovation and change
125 (9)
Models of dissemination
126 (2)
The inadequacies of the centre-periphery approach
128 (3)
Some consequent modifications
131 (3)
School-based curriculum development
134 (4)
Key features of these developments
135 (3)
Action research and `the teacher as researcher'
138 (4)
Continuous self-evaluation
139 (1)
External support
140 (1)
The teacher's role continues to be central
141 (1)
Changing the curriculum through centralized control
142 (5)
Testing and inspection
143 (4)
Assessment, Evaluation, Appraisal and Accountability
147 (40)
Pupil assessment
147 (12)
Assessment and the curriculum
148 (2)
Uses of assessment
150 (1)
Purposes of assessment
150 (1)
The realities of National Curriculum assessment
151 (1)
Styles of assessment
152 (7)
Evaluation theory
159 (11)
What is curriculum evaluation?
160 (3)
Developed approaches to curriculum evaluation
163 (7)
The politicization of curriculum evaluation
170 (4)
Evaluation and pupil assessment
172 (1)
Evaluation as curriculum control
173 (1)
Teacher appraisal and accountability
174 (6)
Models of accountability
175 (3)
Current policies and practices
178 (2)
Implications for educational research
180 (5)
Limitations on research
181 (1)
The `school effectiveness movement'
182 (3)
Summary
185 (2)
The Politicization of the School Curriculum
187 (26)
Direct and indirect political influences
188 (2)
Competing ideologies
190 (1)
The early historical context
190 (1)
The `Golden Age'
191 (1)
Contradictory developments
192 (4)
The challenge to teacher autonomy
193 (1)
The initial ambivalence of officialdom
194 (2)
The shift to direct intervention and control
196 (17)
The end of the `Golden Age'
196 (2)
Major landmarks in the move towards central control
198 (11)
Events since 1988
209 (4)
What the Average Politician Understands about Education
213 (1)
The Flaws Endemic to Central Planning by Politicians
214 (27)
Falling standards
215 (3)
The category error of adopting a commercial planning model
218 (10)
Competition rather than co-operation
219 (3)
An increased emphasis on management
222 (1)
Privatization
223 (2)
Planning by targets
225 (3)
Knee-jerk, short-term planning
228 (6)
Equality and sameness
229 (1)
The assimilation of knowledge
230 (1)
Underachievment and self-image
231 (1)
Testing and measurement
231 (1)
Faith schools
232 (1)
Professional collaboration
232 (2)
The effects of centralized control on the development of curriculum theory and practice
234 (2)
The refusal to learn from developments in curriculum theory
234 (1)
The de-intellectualization of the curriculum debate
235 (1)
The premises of direct intervention and control
236 (5)
That the purpose of the schooling system is only to support the economy
236 (1)
That the education system is deficient
237 (1)
That teachers should be merely operators
237 (1)
That educational planning is a scientific activity
238 (1)
Conclusions
239 (2)
A Democratic and Educational Curriculum
241 (35)
The pressures for a national curriculum
242 (2)
Before the National Curriculum
243 (1)
The case for a common core to the curriculum
244 (3)
The argument from the nature of knowledge
244 (1)
The argument from the principle of equality
245 (2)
Some problems and difficulties
247 (2)
The nature of knowledge and values
247 (1)
The politics of knowledge
248 (1)
A `balanced' curriculum
249 (3)
A metaphor
249 (1)
Planning the curriculum as a totality
250 (1)
Balancing other factors
250 (1)
Balance as an individual matter
251 (1)
Common processes and principles
252 (3)
Learning through subjects
252 (1)
The need for guidelines and broad procedural principles
252 (1)
Areas of experience
253 (1)
Curriculum as process and education as development
254 (1)
The political case for the National Curriculum
255 (4)
The lack of a theoretical frame
255 (1)
The underlying instrumentalism
256 (1)
Its intrinsic elitism
257 (2)
The National Curriculum and curriculum research and development
259 (5)
Developmental psychology
259 (1)
A developmentally appropriate curriculum
259 (1)
Curriculum dissemination
260 (1)
Assessment and evaluation
261 (1)
Two underlying messages
262 (2)
Implications for curriculum theory and research
264 (3)
The importance of the freedom to experiment
264 (1)
Maintaining the understandings and insights
265 (1)
The loss of opportunities for empirical research
266 (1)
Democratic imperatives
267 (3)
Democracy as a moral system
267 (1)
Anti-democratic ideologies
268 (1)
Loss of freedom
269 (1)
The key features of a democratic and educational national curriculum
270 (6)
A curriculum for equality
270 (1)
The role of the professional educator
271 (1)
Key features
272 (1)
Fundamental principles
273 (3)
A chronology of curriculum development and change 276 (4)
Bibliography 280 (17)
Government reports and other official publications referred to in the text 297 (3)
Author index 300 (5)
Subject index 305
This edition outlines what form a curriculum should take if it is concerned to promote a genuine form of education for a genuinely democratic society. The author summarises and explains the main aspects of curriculum theory and shows how these can and should be translated into practice
9781847872746 (hb) 1847872743 (hb) Tzs 74,598.13/= 9781847872753 (pb) Tzs 74,598.13/= 1847872751 (pb) Tzs 74,598.13/=
2008931581
Education--Curricula.
Curriculum planning.
LB1570 / .K425 2009
375.001 KEL / 1
The curriculum : theory and practice / A.V. Kelly. - 6th ed. - Thousand Oaks, CA : SAGE Publications, 2009. - xiii, 321p. : 25 cm.
Includes bibliographical references and index.
Foreword xiii
Introduction 1 (4)
The Curriculum and the Study of the Curriculum
5 (27)
What is the curriculum?
7 (6)
The educational curriculum
7 (2)
The total curriculum
9 (1)
The `hidden' curriculum
10 (1)
The planned curriculum and the received curriculum
11 (1)
The formal curriculum and the informal curriculum
12 (1)
The centrality of the teacher
13 (4)
`Teacher-proofing' does not work
14 (1)
The teacher's `make or break' role
14 (3)
Key aspects of Curriculum Studies
17 (6)
Strategies for curriculum change and control
17 (1)
Assessment, evaluation, appraisal and accountability
18 (1)
The politicization of curriculum
19 (1)
Curriculum planning
20 (3)
What is involved in the study of the curriculum?
23 (9)
A study in its own right
23 (1)
Practice as well as theory
24 (1)
Not an applied science
25 (2)
Beyond methodology
27 (1)
Conceptual analysis
28 (4)
Knowledge and the Curriculum
32 (24)
The problematic nature of human knowledge
33 (10)
Absolutist theories
33 (2)
Objections to absolutism
35 (8)
The politics of knowledge
43 (9)
Totalitarianism - open and concealed
43 (2)
Resistance to change
45 (1)
Ideological dominance
46 (1)
The legitimation of discourse
47 (2)
The manipulation of language
49 (1)
The use of metaphor
50 (2)
Responses to the problem of the politics of knowledge
52 (4)
Curriculum as Content and Product
56 (33)
Curriculum as content and education as transmission
56 (11)
The philosophical case
57 (1)
Education as cultural transmission
58 (5)
The political selection of curriculum content
63 (4)
Curriculum as product and education as instrumental
67 (16)
The aims and objectives movement
67 (4)
Some problems presented by this model
71 (12)
The combined model - `mastery learning'
83 (3)
The unsuitability of these models for planning which is to be genuinely educational
86 (1)
Summary
87 (2)
Curriculum as Process and Development
89 (29)
An overtly value-laden and ideological model
90 (1)
The growth of this view
91 (2)
Early conceptual inadequacies
92 (1)
A sound theoretical base
92 (1)
Curriculum as process - aims and principles
93 (5)
Procedural principles
94 (1)
Principles and aims
95 (2)
Intrinsic aims
97 (1)
Education as development
98 (5)
Active and passive views of humanity
98 (1)
Individual autonomy
99 (1)
Education as individual experience
100 (1)
The growth of competence
101 (1)
Development on every front
102 (1)
The social dimension of development - democratic empowerment
103 (3)
Democratic imperatives
104 (1)
A partnership curriculum
105 (1)
Some criticisms of the developmental model
106 (6)
Political objections
106 (1)
Philosophical objections
107 (4)
The contribution of developmental psychology
111 (1)
The major merits of this model
112 (1)
Curriculum ideologies and planning models - implications and conclusions
113 (5)
The need for conceptual clarity
114 (1)
The need for informed choices and justification
115 (3)
Curriculum Development, Change and Control
118 (29)
National agencies for curriculum development - the work of the Schools Council
119 (6)
A politically independent professional agency
120 (1)
Lessons from the School Council's work
121 (3)
Reconstitution and disestablishment
124 (1)
The dissemination of innovation and change
125 (9)
Models of dissemination
126 (2)
The inadequacies of the centre-periphery approach
128 (3)
Some consequent modifications
131 (3)
School-based curriculum development
134 (4)
Key features of these developments
135 (3)
Action research and `the teacher as researcher'
138 (4)
Continuous self-evaluation
139 (1)
External support
140 (1)
The teacher's role continues to be central
141 (1)
Changing the curriculum through centralized control
142 (5)
Testing and inspection
143 (4)
Assessment, Evaluation, Appraisal and Accountability
147 (40)
Pupil assessment
147 (12)
Assessment and the curriculum
148 (2)
Uses of assessment
150 (1)
Purposes of assessment
150 (1)
The realities of National Curriculum assessment
151 (1)
Styles of assessment
152 (7)
Evaluation theory
159 (11)
What is curriculum evaluation?
160 (3)
Developed approaches to curriculum evaluation
163 (7)
The politicization of curriculum evaluation
170 (4)
Evaluation and pupil assessment
172 (1)
Evaluation as curriculum control
173 (1)
Teacher appraisal and accountability
174 (6)
Models of accountability
175 (3)
Current policies and practices
178 (2)
Implications for educational research
180 (5)
Limitations on research
181 (1)
The `school effectiveness movement'
182 (3)
Summary
185 (2)
The Politicization of the School Curriculum
187 (26)
Direct and indirect political influences
188 (2)
Competing ideologies
190 (1)
The early historical context
190 (1)
The `Golden Age'
191 (1)
Contradictory developments
192 (4)
The challenge to teacher autonomy
193 (1)
The initial ambivalence of officialdom
194 (2)
The shift to direct intervention and control
196 (17)
The end of the `Golden Age'
196 (2)
Major landmarks in the move towards central control
198 (11)
Events since 1988
209 (4)
What the Average Politician Understands about Education
213 (1)
The Flaws Endemic to Central Planning by Politicians
214 (27)
Falling standards
215 (3)
The category error of adopting a commercial planning model
218 (10)
Competition rather than co-operation
219 (3)
An increased emphasis on management
222 (1)
Privatization
223 (2)
Planning by targets
225 (3)
Knee-jerk, short-term planning
228 (6)
Equality and sameness
229 (1)
The assimilation of knowledge
230 (1)
Underachievment and self-image
231 (1)
Testing and measurement
231 (1)
Faith schools
232 (1)
Professional collaboration
232 (2)
The effects of centralized control on the development of curriculum theory and practice
234 (2)
The refusal to learn from developments in curriculum theory
234 (1)
The de-intellectualization of the curriculum debate
235 (1)
The premises of direct intervention and control
236 (5)
That the purpose of the schooling system is only to support the economy
236 (1)
That the education system is deficient
237 (1)
That teachers should be merely operators
237 (1)
That educational planning is a scientific activity
238 (1)
Conclusions
239 (2)
A Democratic and Educational Curriculum
241 (35)
The pressures for a national curriculum
242 (2)
Before the National Curriculum
243 (1)
The case for a common core to the curriculum
244 (3)
The argument from the nature of knowledge
244 (1)
The argument from the principle of equality
245 (2)
Some problems and difficulties
247 (2)
The nature of knowledge and values
247 (1)
The politics of knowledge
248 (1)
A `balanced' curriculum
249 (3)
A metaphor
249 (1)
Planning the curriculum as a totality
250 (1)
Balancing other factors
250 (1)
Balance as an individual matter
251 (1)
Common processes and principles
252 (3)
Learning through subjects
252 (1)
The need for guidelines and broad procedural principles
252 (1)
Areas of experience
253 (1)
Curriculum as process and education as development
254 (1)
The political case for the National Curriculum
255 (4)
The lack of a theoretical frame
255 (1)
The underlying instrumentalism
256 (1)
Its intrinsic elitism
257 (2)
The National Curriculum and curriculum research and development
259 (5)
Developmental psychology
259 (1)
A developmentally appropriate curriculum
259 (1)
Curriculum dissemination
260 (1)
Assessment and evaluation
261 (1)
Two underlying messages
262 (2)
Implications for curriculum theory and research
264 (3)
The importance of the freedom to experiment
264 (1)
Maintaining the understandings and insights
265 (1)
The loss of opportunities for empirical research
266 (1)
Democratic imperatives
267 (3)
Democracy as a moral system
267 (1)
Anti-democratic ideologies
268 (1)
Loss of freedom
269 (1)
The key features of a democratic and educational national curriculum
270 (6)
A curriculum for equality
270 (1)
The role of the professional educator
271 (1)
Key features
272 (1)
Fundamental principles
273 (3)
A chronology of curriculum development and change 276 (4)
Bibliography 280 (17)
Government reports and other official publications referred to in the text 297 (3)
Author index 300 (5)
Subject index 305
This edition outlines what form a curriculum should take if it is concerned to promote a genuine form of education for a genuinely democratic society. The author summarises and explains the main aspects of curriculum theory and shows how these can and should be translated into practice
9781847872746 (hb) 1847872743 (hb) Tzs 74,598.13/= 9781847872753 (pb) Tzs 74,598.13/= 1847872751 (pb) Tzs 74,598.13/=
2008931581
Education--Curricula.
Curriculum planning.
LB1570 / .K425 2009
375.001 KEL / 1