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New perspectives on curriculum, lear...

Scott, David.

New perspectives on curriculum, learning and assessment[electronic resource] /

レコード種別:	言語・文字資料 (印刷物) : 単行資料
[NT 15000414] null:	375.001
タイトル / 著者:	New perspectives on curriculum, learning and assessment/ by David Scott.
著者:	Scott, David.
出版された:	Cham : : Springer International Publishing :, 2016.
記述:	xiii, 210 p. : : ill., digital ;; 24 cm.
含まれています:	Springer eBooks
主題:	Education - Curricula
主題:	Curriculum change - Philosophy.
主題:	Learning.
主題:	Education.
主題:	Curriculum Studies.
主題:	Learning & Instruction.
主題:	Assessment, Testing and Evaluation.
国際標準図書番号 (ISBN) :	9783319228310
国際標準図書番号 (ISBN) :	9783319228303
[NT 15000228] null:	Preface -- Acknowledgements -- 1. Introduction: Curriculum, Learning and Assessment -- 2. Curriculum Frameworks -- 3. Theories of Learning -- 4. Knowledge and the Curriculum -- 5. Learning Environments and Transitions -- 6. Accountability -- 7. Globalisation Mechanisms -- 8. International Comparisons -- 9. A New Model of Curriculum -- Notes -- References -- Author Index -- Subject Index.
[NT 15000229] null:	This book offers a detailed analysis and assessment of the state of education round the world. The argument is made that education and curriculum practices are deficient for two reasons. The first is the adoption by governments, policy-makers and practitioners of a set of knowledge practices that can be broadly characterised as empiricist and technicist, and which has come to dominate how curricula are constructed and certainly how education systems and their work can be described. The second is the adoption of a model of curriculum that is both backward-looking and, in its own terms, confused and muddled. This book then sets out an alternative model, which is more cogent and better focused on human wellbeing.
電子資源:	http://dx.doi.org/10.1007/978-3-319-22831-0

New perspectives on curriculum, learning and assessment[electronic resource] /
Scott, David.

New perspectives on curriculum, learning and assessment[electronic resource] /by David Scott. - Cham :Springer International Publishing :2016. - xiii, 210 p. :ill., digital ;24 cm. - Evaluating education: normative systems and institutional practices. - Evaluating education: normative systems and institutional practices..

Preface -- Acknowledgements -- 1. Introduction: Curriculum, Learning and Assessment -- 2. Curriculum Frameworks -- 3. Theories of Learning -- 4. Knowledge and the Curriculum -- 5. Learning Environments and Transitions -- 6. Accountability -- 7. Globalisation Mechanisms -- 8. International Comparisons -- 9. A New Model of Curriculum -- Notes -- References -- Author Index -- Subject Index.

This book offers a detailed analysis and assessment of the state of education round the world. The argument is made that education and curriculum practices are deficient for two reasons. The first is the adoption by governments, policy-makers and practitioners of a set of knowledge practices that can be broadly characterised as empiricist and technicist, and which has come to dominate how curricula are constructed and certainly how education systems and their work can be described. The second is the adoption of a model of curriculum that is both backward-looking and, in its own terms, confused and muddled. This book then sets out an alternative model, which is more cogent and better focused on human wellbeing.

ISBN: 9783319228310

Standard No.: 10.1007/978-3-319-22831-0doiSubjects--Topical Terms:

441360
Education
--Curricula

LC Class. No.: LB1570 / .S36 2016

Dewey Class. No.: 375.001

New perspectives on curriculum, learning and assessment[electronic resource] /
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245 1 0 $a New perspectives on curriculum, learning and assessment $h [electronic resource] / $c by David Scott.
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505 0 $a Preface -- Acknowledgements -- 1. Introduction: Curriculum, Learning and Assessment -- 2. Curriculum Frameworks -- 3. Theories of Learning -- 4. Knowledge and the Curriculum -- 5. Learning Environments and Transitions -- 6. Accountability -- 7. Globalisation Mechanisms -- 8. International Comparisons -- 9. A New Model of Curriculum -- Notes -- References -- Author Index -- Subject Index.
520 $a This book offers a detailed analysis and assessment of the state of education round the world. The argument is made that education and curriculum practices are deficient for two reasons. The first is the adoption by governments, policy-makers and practitioners of a set of knowledge practices that can be broadly characterised as empiricist and technicist, and which has come to dominate how curricula are constructed and certainly how education systems and their work can be described. The second is the adoption of a model of curriculum that is both backward-looking and, in its own terms, confused and muddled. This book then sets out an alternative model, which is more cogent and better focused on human wellbeing.
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950 $a Education (Springer-41171)

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http://dx.doi.org/10.1007/978-3-319-22831-0

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