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New perspectives on curriculum, lear...

Scott, David.

New perspectives on curriculum, learning and assessment

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	New perspectives on curriculum, learning and assessmentby David Scott.
作者:	Scott, David.
出版者:	Cham :Springer International Publishing :2016.
面頁冊數:	xiii, 210 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	EducationCurricula
電子資源:	http://dx.doi.org/10.1007/978-3-319-22831-0
ISBN:	9783319228310$q(electronic bk.)

New perspectives on curriculum, learning and assessment
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$q(electronic bk.)

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

294947
Education
--Curricula

LC Class. No.: LB1570 / .S36 2016

Dewey Class. No.: 375.001

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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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