Curriculum planning and development

This volume brings together a collection of essays by William A.

First published in 1982, Education and Power remains an important volume for those committed to critical education.

First published in 1982, Education and Power remains an important volume for those committed to critical education.

In his seminal volume first published in 1982 Michael Apple articulates his theory on educational institutions and the reproduction of unequal power relations and provides a thorough examination of the ways in which race-gender-class dynamics are embedded in, and reflected through, curricular issues.

In his seminal volume first published in 1982 Michael Apple articulates his theory on educational institutions and the reproduction of unequal power relations and provides a thorough examination of the ways in which race-gender-class dynamics are embedded in, and reflected through, curricular issues.

In 1969, Bill Pinar was privileged to study with Dwayne Huebner at Teachers College.

In 1969, Bill Pinar was privileged to study with Dwayne Huebner at Teachers College.

This landmark text was one of the first to introduce and analyze contemporary concepts of curriculum that emerged from the Reconceptualization of curriculum studies in the 1970s and 1980s.

This landmark text was one of the first to introduce and analyze contemporary concepts of curriculum that emerged from the Reconceptualization of curriculum studies in the 1970s and 1980s.

The first collection of the key works of the major curriculum studies scholar William E.

The first collection of the key works of the major curriculum studies scholar William E.

Intended primarily for education students this book provides an introduction to the philosophy of education that tackles educational problems and at the same time relates them to the mainstream of philosophical analysis.

Intended primarily for education students this book provides an introduction to the philosophy of education that tackles educational problems and at the same time relates them to the mainstream of philosophical analysis.

This book explores the implications for the curriculum, for teaching and for the authority structure of schools and colleges of an analysis of 'education' in which the development of knowledge and understanding is accorded a central position.

This book explores the implications for the curriculum, for teaching and for the authority structure of schools and colleges of an analysis of 'education' in which the development of knowledge and understanding is accorded a central position.

The main concern of the volume is the relation of theory to practice in education but the book also reviews the state of educational theory, and its relation to politics.

The main concern of the volume is the relation of theory to practice in education but the book also reviews the state of educational theory, and its relation to politics.

The first part of the book discusses aims, who should determine them and how they might be determined.

The first part of the book discusses aims, who should determine them and how they might be determined.

This volume provides a rigorous examination of theoretical concepts such as need, interest, growth, play, experience, activity and self-expression.

This volume provides a rigorous examination of theoretical concepts such as need, interest, growth, play, experience, activity and self-expression.

Teaching and Learning: Pedagogy, Curriculum and Culture is designed to share important theory with readers in an accessible but sophisticated way.

Teaching and Learning: Pedagogy, Curriculum and Culture is designed to share important theory with readers in an accessible but sophisticated way.

Comprehensively addressing the development of thinking from a wide variety of perspectives, this volume presents original work from cognitive psychologists, curriculum specialists, federal government and business leaders, politicians, educational theorists, and other prominent figures specializing in this complex field.

Comprehensively addressing the development of thinking from a wide variety of perspectives, this volume presents original work from cognitive psychologists, curriculum specialists, federal government and business leaders, politicians, educational theorists, and other prominent figures specializing in this complex field.

Although the different contributions to this book range over a wide spectrum of substantive issues, they share a common interest.

Although the different contributions to this book range over a wide spectrum of substantive issues, they share a common interest.

The designers of educational or training programs that employ electronic technology might have many questions about a project while it is still in the early stages of development.

The designers of educational or training programs that employ electronic technology might have many questions about a project while it is still in the early stages of development.

Comparative research on higher education in developing and transitional countries is often focused on such issues as access, finance, student mobility and the impact of globalization, but there has been little attention to curriculum and the forces that shape it.

Comparative research on higher education in developing and transitional countries is often focused on such issues as access, finance, student mobility and the impact of globalization, but there has been little attention to curriculum and the forces that shape it.

The Brighton Conference in 1975 was devoted to an examination of some of the problems arising from the re-organisation of teacher education in a period of economic stringency and widespread cuts in education.

The Brighton Conference in 1975 was devoted to an examination of some of the problems arising from the re-organisation of teacher education in a period of economic stringency and widespread cuts in education.

This book builds upon Louise Berman's late 20th-century framing of life processes to inform school curriculum, by proposing a new curriculum project that extends and reframes Berman in and beyond schooling.

This book offers comprehensive guidance to support those involved in primary education in developing the curriculum to meet the requirements of the new Ofsted (2019) framework.

National Curriculum: National Disaster?

National Curriculum: National Disaster?

Offers advice to those involved in the design of open and distance learning courses on creating an organized system of programme evaluation.

Offers advice to those involved in the design of open and distance learning courses on creating an organized system of programme evaluation.

Tinkering with the current educational system from within has not provided a just and equitable education for all children.

Tinkering with the current educational system from within has not provided a just and equitable education for all children.

For more than three decades, Michael W.

For more than three decades, Michael W.

Is there an 'ideal' primary school curriculum?

Is there an 'ideal' primary school curriculum?

Co-published with UCEA, this exciting new textbook is the first to tackle the ISLLC Standard 2-Instructional Leadership.

Co-published with UCEA, this exciting new textbook is the first to tackle the ISLLC Standard 2-Instructional Leadership.

This book contests a tradition and convention in educational thinking that dichotomises children and curriculum, by developing the notion of re(con)ceiving children in curriculum.

This book contests a tradition and convention in educational thinking that dichotomises children and curriculum, by developing the notion of re(con)ceiving children in curriculum.

The curriculum is a live issue in universities across the world.