Curriculum: organizing knowledge for the classroom
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Cape Town
Oxford University Press
2009
|
| Edition: | 2. ed. |
| Series: | SAIDE
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | 343 S. Ill., graph. Darst. |
| ISBN: | 9780195987218 |
Staff View
MARC
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| 245 | 1 | 0 | |a Curriculum |b organizing knowledge for the classroom |c Hoadley ; Jansen |
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| 650 | 4 | |a Curriculum planning | |
| 650 | 4 | |a Curriculum-based assessment | |
| 650 | 4 | |a Curriculum change | |
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Record in the Search Index
| _version_ | 1804143786958258176 |
|---|---|
| adam_text | Contents
Section
One
Introduction
5
Introducing the book
7
1.1
What do we want to achieve with this book?
9
1.2
How does this book teach?
13
1.3
How should you study this book?
16
1.4
What is education for?
19
Section Two
What is the curriculum?
25
2.1
Introduction
27
2.2
The intended curriculum: Curriculum-
as-plan
31
2.3
The enacted curriculum: Curriculum-
in-practice
39
2.4
The implicit curriculum
46
2.5
Conclusion
56
Section Three
How is the intended curriculum
produced and organized?
59
3.1
Introduction
61
3.2
Producing curriculum plans
63
3.3
Form and structure of different curriculum
plans
73
3.4
Thinking politically about the curriculum
80
3.5
Assumptions underpinning different
curriculum models
86
3.6
Conclusion
90
Section Four
How is the curriculum enacted
ini
practice?
93
4.1
Introduction
95
4.2
Analysing curriculum-in-practice
96
4.3
How resourcing influences curriculum use
105
4.4
Persistent inequalities
110
4.5
Where do teachers assumptions
come from?
119
4.6
Putting it all together
130
4.7
Conclusion
137
Section Five
How was the South African
curriculum made?
139
5.1
Introduction
141
5.2
Educational ideologies
143
5.3
Curriculum in apartheid South Africa
149
5.4
Curriculum
2005
156
5.5
The review of Cuniculum
2005
161
5.6
Conclusion
167
Section Six
How is knowledge organized in
the curriculum?
169
6.1
Introduction
171
6.2
Shifting forms of knowledge organization
173
6.3
What is the debate about curriculum
integration?
180
6.4
School knowledge and everyday knowledge
187
6.5
Conclusion
200
Why and how does curriculum
change?
203
7.1
Introduction
205
7.2
Why does change occur?
207
7.3
How does change occur?
213
7.4
A teacher s perspective on curriculum
change
218
Conclusion
229
Section Seven
Section Eight
7.5
Further reading
231
READINGS
8.1
Revised National Curriculum Statement (Grade
R
to
9)
Overview. Department of Education
237
8.2
A South African curriculum for the twenty-first
century: Report of the Review Committee on
Curriculum
2005.
Department of Education
241
8.3
The nature of curriculum. Michael Graham-
Jolly
247
8.4
Models of curriculum planning.
George Posner
253
8.5
A process model of curriculum. Lawrence
Stenhouse
261
8.6
Curriculum
2005:
Finding a balance
between school and everyday knowledges.
Nick Taylor
268
8.7
Five basic orientations to the curriculum. Elliot
Eisner
276
8.8
On the curriculum. Basil Bernstein
287
8.9
Problems with qualification reform in
senior secondary education in South Africa.
Stephanie
Allais
292
8.10
Existing state curriculum practices. National
Education Policy Investigation
295
8.11
A very noisy
OBE:
The implementation of
OBE
in Grade
1
classrooms. Jonathan
Jansen
303
8.12
The revised national curriculum statement for
GET
-
some key features of its structure and
design. Sue Cohen and Tessa Welch
309
8.13
The politics of curriculum review and revision
in South Africa in regional context. Linda
Chisholm
312
8.14
Implementation as mutual adaptation:
Change in classroom organization. Milbrey
MacLaughlin
328
Index
339
|
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| id | DE-604.BV037199168 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:53:12Z |
| institution | BVB |
| isbn | 9780195987218 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-021113446 |
| oclc_num | 706994790 |
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| physical | 343 S. Ill., graph. Darst. |
| publishDate | 2009 |
| publishDateSearch | 2009 |
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| publisher | Oxford University Press |
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| series2 | SAIDE |
| spelling | Hoadley, Ursula Verfasser aut Curriculum organizing knowledge for the classroom Hoadley ; Jansen 2. ed. Cape Town Oxford University Press 2009 343 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier SAIDE Curriculum planning Curriculum-based assessment Curriculum change Curriculumentwicklung (DE-588)4070157-8 gnd rswk-swf Südafrika Kontinent (DE-588)4058393-4 gnd rswk-swf Südafrika Kontinent (DE-588)4058393-4 g Curriculumentwicklung (DE-588)4070157-8 s DE-604 Jansen, Jonathan D. 1956- Verfasser (DE-588)1187677655 aut Digitalisierung UB Bayreuth application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021113446&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Hoadley, Ursula Jansen, Jonathan D. 1956- Curriculum organizing knowledge for the classroom Curriculum planning Curriculum-based assessment Curriculum change Curriculumentwicklung (DE-588)4070157-8 gnd |
| subject_GND | (DE-588)4070157-8 (DE-588)4058393-4 |
| title | Curriculum organizing knowledge for the classroom |
| title_auth | Curriculum organizing knowledge for the classroom |
| title_exact_search | Curriculum organizing knowledge for the classroom |
| title_full | Curriculum organizing knowledge for the classroom Hoadley ; Jansen |
| title_fullStr | Curriculum organizing knowledge for the classroom Hoadley ; Jansen |
| title_full_unstemmed | Curriculum organizing knowledge for the classroom Hoadley ; Jansen |
| title_short | Curriculum |
| title_sort | curriculum organizing knowledge for the classroom |
| title_sub | organizing knowledge for the classroom |
| topic | Curriculum planning Curriculum-based assessment Curriculum change Curriculumentwicklung (DE-588)4070157-8 gnd |
| topic_facet | Curriculum planning Curriculum-based assessment Curriculum change Curriculumentwicklung Südafrika Kontinent |
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