MARC details
| 000 -LEADER |
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09763cam a2200337 a 4500 |
| 001 - CONTROL NUMBER |
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15339436 |
| 003 - CONTROL NUMBER IDENTIFIER |
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MU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20220825051244.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
080623s2009 cau b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2008931581 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781847872746 (hb) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
1847872743 (hb) |
| Terms of availability |
Tzs 74,598.13/= |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781847872753 (pb) |
| Terms of availability |
Tzs 74,598.13/= |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
1847872751 (pb) |
| Terms of availability |
Tzs 74,598.13/= |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
MUL |
| Transcribing agency |
MUL |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
LB1570 |
| Item number |
.K425 2009 |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Edition number |
22 |
| Classification number |
375.001 KEL |
| Item number |
1 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Kelly, A. V. |
| Fuller form of name |
(Albert Victor) |
| 245 14 - TITLE STATEMENT |
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| Title |
The curriculum : |
| Remainder of title |
theory and practice / |
| Statement of responsibility, etc. |
A.V. Kelly. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
6th ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Thousand Oaks, CA : |
| Name of publisher, distributor, etc. |
SAGE Publications, |
| Date of publication, distribution, etc. |
2009. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xiii, 321p. : |
| Dimensions |
25 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Foreword xiii <br/>Introduction 1 (4)<br/>The Curriculum and the Study of the Curriculum<br/>5 (27)<br/>What is the curriculum?<br/>7 (6)<br/>The educational curriculum<br/>7 (2)<br/>The total curriculum<br/>9 (1)<br/>The `hidden' curriculum<br/>10 (1)<br/>The planned curriculum and the received curriculum<br/>11 (1)<br/>The formal curriculum and the informal curriculum<br/>12 (1)<br/>The centrality of the teacher<br/>13 (4)<br/>`Teacher-proofing' does not work<br/>14 (1)<br/>The teacher's `make or break' role<br/>14 (3)<br/>Key aspects of Curriculum Studies<br/>17 (6)<br/>Strategies for curriculum change and control<br/>17 (1)<br/>Assessment, evaluation, appraisal and accountability<br/>18 (1)<br/>The politicization of curriculum<br/>19 (1)<br/>Curriculum planning<br/>20 (3)<br/>What is involved in the study of the curriculum?<br/>23 (9)<br/>A study in its own right<br/>23 (1)<br/>Practice as well as theory<br/>24 (1)<br/>Not an applied science<br/>25 (2)<br/>Beyond methodology<br/>27 (1)<br/>Conceptual analysis<br/>28 (4)<br/>Knowledge and the Curriculum<br/>32 (24)<br/>The problematic nature of human knowledge<br/>33 (10)<br/>Absolutist theories<br/>33 (2)<br/>Objections to absolutism<br/>35 (8)<br/>The politics of knowledge<br/>43 (9)<br/>Totalitarianism - open and concealed<br/>43 (2)<br/>Resistance to change<br/>45 (1)<br/>Ideological dominance<br/>46 (1)<br/>The legitimation of discourse<br/>47 (2)<br/>The manipulation of language<br/>49 (1)<br/>The use of metaphor<br/>50 (2)<br/>Responses to the problem of the politics of knowledge<br/>52 (4)<br/>Curriculum as Content and Product<br/>56 (33)<br/>Curriculum as content and education as transmission<br/>56 (11)<br/>The philosophical case<br/>57 (1)<br/>Education as cultural transmission<br/>58 (5)<br/>The political selection of curriculum content<br/>63 (4)<br/>Curriculum as product and education as instrumental<br/>67 (16)<br/>The aims and objectives movement<br/>67 (4)<br/>Some problems presented by this model<br/>71 (12)<br/>The combined model - `mastery learning'<br/>83 (3)<br/>The unsuitability of these models for planning which is to be genuinely educational<br/>86 (1)<br/>Summary<br/>87 (2)<br/>Curriculum as Process and Development<br/>89 (29)<br/>An overtly value-laden and ideological model<br/>90 (1)<br/>The growth of this view<br/>91 (2)<br/>Early conceptual inadequacies<br/>92 (1)<br/>A sound theoretical base<br/>92 (1)<br/>Curriculum as process - aims and principles<br/>93 (5)<br/>Procedural principles<br/>94 (1)<br/>Principles and aims<br/>95 (2)<br/>Intrinsic aims<br/>97 (1)<br/>Education as development<br/>98 (5)<br/>Active and passive views of humanity<br/>98 (1)<br/>Individual autonomy<br/>99 (1)<br/>Education as individual experience<br/>100 (1)<br/>The growth of competence<br/>101 (1)<br/>Development on every front<br/>102 (1)<br/>The social dimension of development - democratic empowerment<br/>103 (3)<br/>Democratic imperatives<br/>104 (1)<br/>A partnership curriculum<br/>105 (1)<br/>Some criticisms of the developmental model<br/>106 (6)<br/>Political objections<br/>106 (1)<br/>Philosophical objections<br/>107 (4)<br/>The contribution of developmental psychology<br/>111 (1)<br/>The major merits of this model<br/>112 (1)<br/>Curriculum ideologies and planning models - implications and conclusions<br/>113 (5)<br/>The need for conceptual clarity<br/>114 (1)<br/>The need for informed choices and justification<br/>115 (3)<br/>Curriculum Development, Change and Control<br/>118 (29)<br/>National agencies for curriculum development - the work of the Schools Council<br/>119 (6)<br/>A politically independent professional agency<br/>120 (1)<br/>Lessons from the School Council's work<br/>121 (3)<br/>Reconstitution and disestablishment<br/>124 (1)<br/>The dissemination of innovation and change<br/>125 (9)<br/>Models of dissemination<br/>126 (2)<br/>The inadequacies of the centre-periphery approach<br/>128 (3)<br/>Some consequent modifications<br/>131 (3)<br/>School-based curriculum development<br/>134 (4)<br/>Key features of these developments<br/>135 (3)<br/>Action research and `the teacher as researcher'<br/>138 (4)<br/>Continuous self-evaluation<br/>139 (1)<br/>External support<br/>140 (1)<br/>The teacher's role continues to be central<br/>141 (1)<br/>Changing the curriculum through centralized control<br/>142 (5)<br/>Testing and inspection<br/>143 (4)<br/>Assessment, Evaluation, Appraisal and Accountability<br/>147 (40)<br/>Pupil assessment<br/>147 (12)<br/>Assessment and the curriculum<br/>148 (2)<br/>Uses of assessment<br/>150 (1)<br/>Purposes of assessment<br/>150 (1)<br/>The realities of National Curriculum assessment<br/>151 (1)<br/>Styles of assessment<br/>152 (7)<br/>Evaluation theory<br/>159 (11)<br/>What is curriculum evaluation?<br/>160 (3)<br/>Developed approaches to curriculum evaluation<br/>163 (7)<br/>The politicization of curriculum evaluation<br/>170 (4)<br/>Evaluation and pupil assessment<br/>172 (1)<br/>Evaluation as curriculum control<br/>173 (1)<br/>Teacher appraisal and accountability<br/>174 (6)<br/>Models of accountability<br/>175 (3)<br/>Current policies and practices<br/>178 (2)<br/>Implications for educational research<br/>180 (5)<br/>Limitations on research<br/>181 (1)<br/>The `school effectiveness movement'<br/>182 (3)<br/>Summary<br/>185 (2)<br/>The Politicization of the School Curriculum<br/>187 (26)<br/>Direct and indirect political influences<br/>188 (2)<br/>Competing ideologies<br/>190 (1)<br/>The early historical context<br/>190 (1)<br/>The `Golden Age'<br/>191 (1)<br/>Contradictory developments<br/>192 (4)<br/>The challenge to teacher autonomy<br/>193 (1)<br/>The initial ambivalence of officialdom<br/>194 (2)<br/>The shift to direct intervention and control<br/>196 (17)<br/>The end of the `Golden Age'<br/>196 (2)<br/>Major landmarks in the move towards central control<br/>198 (11)<br/>Events since 1988<br/>209 (4)<br/>What the Average Politician Understands about Education<br/>213 (1)<br/>The Flaws Endemic to Central Planning by Politicians<br/>214 (27)<br/>Falling standards<br/>215 (3)<br/>The category error of adopting a commercial planning model<br/>218 (10)<br/>Competition rather than co-operation<br/>219 (3)<br/>An increased emphasis on management<br/>222 (1)<br/>Privatization<br/>223 (2)<br/>Planning by targets<br/>225 (3)<br/>Knee-jerk, short-term planning<br/>228 (6)<br/>Equality and sameness<br/>229 (1)<br/>The assimilation of knowledge<br/>230 (1)<br/>Underachievment and self-image<br/>231 (1)<br/>Testing and measurement<br/>231 (1)<br/>Faith schools<br/>232 (1)<br/>Professional collaboration<br/>232 (2)<br/>The effects of centralized control on the development of curriculum theory and practice<br/>234 (2)<br/>The refusal to learn from developments in curriculum theory<br/>234 (1)<br/>The de-intellectualization of the curriculum debate<br/>235 (1)<br/>The premises of direct intervention and control<br/>236 (5)<br/>That the purpose of the schooling system is only to support the economy<br/>236 (1)<br/>That the education system is deficient<br/>237 (1)<br/>That teachers should be merely operators<br/>237 (1)<br/>That educational planning is a scientific activity<br/>238 (1)<br/>Conclusions<br/>239 (2)<br/>A Democratic and Educational Curriculum<br/>241 (35)<br/>The pressures for a national curriculum<br/>242 (2)<br/>Before the National Curriculum<br/>243 (1)<br/>The case for a common core to the curriculum<br/>244 (3)<br/>The argument from the nature of knowledge<br/>244 (1)<br/>The argument from the principle of equality<br/>245 (2)<br/>Some problems and difficulties<br/>247 (2)<br/>The nature of knowledge and values<br/>247 (1)<br/>The politics of knowledge<br/>248 (1)<br/>A `balanced' curriculum<br/>249 (3)<br/>A metaphor<br/>249 (1)<br/>Planning the curriculum as a totality<br/>250 (1)<br/>Balancing other factors<br/>250 (1)<br/>Balance as an individual matter<br/>251 (1)<br/>Common processes and principles<br/>252 (3)<br/>Learning through subjects<br/>252 (1)<br/>The need for guidelines and broad procedural principles<br/>252 (1)<br/>Areas of experience<br/>253 (1)<br/>Curriculum as process and education as development<br/>254 (1)<br/>The political case for the National Curriculum<br/>255 (4)<br/>The lack of a theoretical frame<br/>255 (1)<br/>The underlying instrumentalism<br/>256 (1)<br/>Its intrinsic elitism<br/>257 (2)<br/>The National Curriculum and curriculum research and development<br/>259 (5)<br/>Developmental psychology<br/>259 (1)<br/>A developmentally appropriate curriculum<br/>259 (1)<br/>Curriculum dissemination<br/>260 (1)<br/>Assessment and evaluation<br/>261 (1)<br/>Two underlying messages<br/>262 (2)<br/>Implications for curriculum theory and research<br/>264 (3)<br/>The importance of the freedom to experiment<br/>264 (1)<br/>Maintaining the understandings and insights<br/>265 (1)<br/>The loss of opportunities for empirical research<br/>266 (1)<br/>Democratic imperatives<br/>267 (3)<br/>Democracy as a moral system<br/>267 (1)<br/>Anti-democratic ideologies<br/>268 (1)<br/>Loss of freedom<br/>269 (1)<br/>The key features of a democratic and educational national curriculum<br/>270 (6)<br/>A curriculum for equality<br/>270 (1)<br/>The role of the professional educator<br/>271 (1)<br/>Key features<br/>272 (1)<br/>Fundamental principles<br/>273 (3)<br/>A chronology of curriculum development and change 276 (4)<br/>Bibliography 280 (17)<br/>Government reports and other official publications referred to in the text 297 (3)<br/>Author index 300 (5)<br/>Subject index 305 |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
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 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Education |
| General subdivision |
Curricula. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Curriculum planning. |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
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| a |
7 |
| b |
cbc |
| c |
orignew |
| d |
2 |
| e |
epcn |
| f |
20 |
| g |
y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
Book |
| Suppress in OPAC |
No |
