Scotland's Curriculum for Excellence offers an example of a different approach to national curriculum development. It combines what are claimed to be the best features of top-down and bottom-up approaches to curriculum development, and provides an indication of the broad qualities that school education should promote rather than a detailed description of curriculum content. Advocates of the approach argue that it provides central guidance for schools and maintains national standards whilst at the same time allowing schools and teachers the flexibility to take account of local needs when…mehr
Scotland's Curriculum for Excellence offers an example of a different approach to national curriculum development. It combines what are claimed to be the best features of top-down and bottom-up approaches to curriculum development, and provides an indication of the broad qualities that school education should promote rather than a detailed description of curriculum content. Advocates of the approach argue that it provides central guidance for schools and maintains national standards whilst at the same time allowing schools and teachers the flexibility to take account of local needs when designing programmes of education. Reinventing the Curriculum uses Scotland's Curriculum for Excellence as a rich case study, analysing the strengths and weaknesses of this approach to curriculum design and development, and exploring the implications for curriculum planning and development around the world.
Mark Priestley is Professor of Education at the University of Stirling, UK. He is a member of the Council of the British Educational Research Association. Gert Biesta is Professor of Educational Theory and Policy in the Faculty of Language and Literature, Humanities, Arts and Education at the University of Luxembourg, Luxembourg. He is editor-in-chief of Studies in Philosophy and Education.
Inhaltsangabe
1. Introduction: The New Curriculum Mark Priestley (University of Stirling UK) and Gert Biesta (University of Luxembourg Luxembourg) 2. The Origins and Development of Curriculum for Excellence: Discourse Politics and Control Walter Humes (University of Stirling UK) 3. Capacities and the Curriculum Gert Biesta (University of Luxembourg Luxembourg) and Mark Priestley (University of Stirling UK) 4. The Successful Learner: A progressive or an Oppressive Concept? Jenny Reeves (University of Stirling UK) 5. Confident Individuals: The Implications of an 'Emotional Subject' for Curriculum Priorities and Practices Kathryn Ecclestone (University of Sheffield UK) 6. Responsible Citizens: Citizenship Education between Social Inclusion and Democratic Politics Gert Biesta (University of Luxembourg Luxembourg) 7. Effective Contributors: Evaluating the Potential for Children and Young People's Participation in their Own Schooling and Learning E. Kay M. Tisdall (University of Edimburgh UK) 8. Emerging International Trends in Curriculum Claire Sinnema (University of Auckland New Zealand) and Graeme Aitken ((University of Auckland New Zealand) 9. Developing the Teacher - or Not? Ian Menter (University of Oxford UK) and Moira Hulme (University of Glasgow UK) 10. Teachers as Agents of Change: Teacher Agency and Emerging Models of Curriculum Mark Priestley (University of Stirling UK) Gert Biesta (University of Luxembourg Luxembourg) and Sarah Robinson (Aarhus University Denmark) 11. High Stakes Assessment and New Curricula: A Queensland Case of Competing Tensions in Curriculum Development Bob Lingard (University of Queensland Australia) and Glenda McGregor (Griffith University Brisbane Australia) 12. A Curriculum for the Twenty-First Century? Gert Biesta (University of Luxembourg Luxembourg) and Mark Priestley (University of Stirling UK) Index
1. Introduction: The New Curriculum Mark Priestley (University of Stirling UK) and Gert Biesta (University of Luxembourg Luxembourg) 2. The Origins and Development of Curriculum for Excellence: Discourse Politics and Control Walter Humes (University of Stirling UK) 3. Capacities and the Curriculum Gert Biesta (University of Luxembourg Luxembourg) and Mark Priestley (University of Stirling UK) 4. The Successful Learner: A progressive or an Oppressive Concept? Jenny Reeves (University of Stirling UK) 5. Confident Individuals: The Implications of an 'Emotional Subject' for Curriculum Priorities and Practices Kathryn Ecclestone (University of Sheffield UK) 6. Responsible Citizens: Citizenship Education between Social Inclusion and Democratic Politics Gert Biesta (University of Luxembourg Luxembourg) 7. Effective Contributors: Evaluating the Potential for Children and Young People's Participation in their Own Schooling and Learning E. Kay M. Tisdall (University of Edimburgh UK) 8. Emerging International Trends in Curriculum Claire Sinnema (University of Auckland New Zealand) and Graeme Aitken ((University of Auckland New Zealand) 9. Developing the Teacher - or Not? Ian Menter (University of Oxford UK) and Moira Hulme (University of Glasgow UK) 10. Teachers as Agents of Change: Teacher Agency and Emerging Models of Curriculum Mark Priestley (University of Stirling UK) Gert Biesta (University of Luxembourg Luxembourg) and Sarah Robinson (Aarhus University Denmark) 11. High Stakes Assessment and New Curricula: A Queensland Case of Competing Tensions in Curriculum Development Bob Lingard (University of Queensland Australia) and Glenda McGregor (Griffith University Brisbane Australia) 12. A Curriculum for the Twenty-First Century? Gert Biesta (University of Luxembourg Luxembourg) and Mark Priestley (University of Stirling UK) Index
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