Table of Contents
List of Tables xi
List of Figures xiii
Preface xiv
Part I Introduction 1
1 What Is Curriculum? 3
Introduction 3
Some Definitions of Curriculum 3
Characteristics of Curriculum 6
Who Is Involved in Curriculum? 8
Reflections and Issues 9
References 10
2 Introducing Key Concepts 12
Introduction 12
Searching for Key Concepts 12
An Analysis of Synoptic Texts 13
Categories of Concepts Included in This Volume 17
Student-centred Perspective 17
Teacher Perspectives and Collaborative Involvement Perspectives 19
Alternative Groupings of Concepts 21
References 22
Part II Student Perspectives 23
3 Learning Environments 25
Introduction 25
Use of Space in Teaching-Learning Environments 25
Organizing Rooms Based on Territory or Function 26
Students' Needs and Classroom Space 27
Interrelationships between Physical Environment Factors and Affective States of Students 29
Colour 29
Noise 30
Temperature 30
Reflections and Issues 31
References 31
4 Hidden Curriculum 33
Introduction 33
Hidden Curriculum and Related Terms 33
The Logic of Hidden Curriculum 34
Examples of Hidden Curriculum 35
Reflections and Issues 36
References 38
5 Student Learning Outcomes 40
Introduction 40
Some Major Terms 40
Some Issues and Problems 43
Some Empirical Results from the USA, UK and Australia 45
Reflections and Issues 46
References 48
6 Students' Role in Curriculum Decision Making 50
Introduction 50
Student Participation: Pros and Cons 50
Levels of Student Participation 52
Student Participation at the Individual Classroom Level 53
Student Participation at the School-wide Level 54
Reflections and Issues 55
References 57
7 Examinations and Testing 59
Introduction 59
Types and Variations 59
External and School-based Examinations and Tests 60
Recent Developments 63
Standard Assessment Tasks 63
Differentiated Examinations 63
Profiling/Records of Achievement 64
Cooperative External Assessment 65
Reflections and Issues 66
References 67
8 Core Skills and Generic Competencies 69
Introduction 69
Which Skills and Competencies? 69
United Kingdom 69
USA 72
New Zealand 73
Australia 74
Reflections and Issues 76
References 77
Part III Teacher Perspectives 79
9 Teacher Empowerment 81
Introduction 81
Some Definitions and Examples 81
Empowerment of Teachers and Students 82
Empowerment and School Support 82
Problems and Issues 84
Reflections and Issues 86
Reflections 88
10 Teacher Competencies and Curriculum 90
Introduction 90
Some Important Terms 90
Some Merits and Demerits of Competency-based Standards 90
Competency Standards for Teaching 93
Recent Developments 94
Reflections and Issues 95
References 96
11 Collaborative Teacher Planning 98
Introduction 98
Some Definitions 98
Collaborative Approaches 98
Conditions Necessary for Collaboration 100
Collaborative Activities and Students 102
Collaborative Activities and Principals 103
Examples 103
Example 1 103
Example 2 104
Reflections and Issues 106
References 107
12 Teacher Appraisal 110
Introduction 110
Meanings of the Term 110
Teacher Appraisal Developments 111
United Kingdom 111
USA 112
Australia 113
Why Do Teacher Appraisals? 114
What Should Be Appraised? 115
Who Should Appraise? 115
Criteria Used in an Appraisal 115
Methods of Appraisal 116
Self-appraisal 116
Aftercare 116
Reflections and Issues 118
References 119
13 Multicultural Education and Inclusive Curriculum 121
Introduction 121
Some Definitions 121
Classroom Approaches 122
Teaching Strategies 123
Potential Problems for Teachers 124
Examples from Research 126
Reflections and Issues 127
References 129
Part IV Collaborative Involvement in Curriculum 131
14 Decision-makers, Stakeholders and Influences 133
Introduction 133
Some Definitions 133
A Classification 134
Decision-makers/Stakeholders 135
Politicians 135
Superintendents/Chief Education Officers/Directors General 136
State Departments/Local Education Authorities 136
Assessment Boards 137
Teacher Unions 137
Parents and School Councils/Boards 138
School Principals/Headmasters 138
Teachers 139
Students 139
Academics 140
Employers 140
Influences 141
8 Professional Associations 141
Textbook Writers 141
National/Federal Agencies 142
Media 142
Educational Consultants 143
Lobby Groups 143
The Courts 144
Research and Testing Organizations 144
Commercial Sponsorship/Contracting Out 145
Other Categorizations 145
Reflections and Issues 145
References 147
15 Parent Collaboration 150
Introduction 150
Some Major Terms 150
Claims and Counterclaims About Parent Participation 150
A Continuum of Parent Participation 153
Intended Practices and Actual Outcomes 155
Training Needs 156
Parents 156
Teachers 157
School Councils 158
Reflections and Issues 159
References 161
16 Teachers as Researchers/Action Research 164
Introduction 164
Some Definitions 164
Making a Start with Action Research 164
Modes of Action Research 167
Emancipatory Action Research 167
Technical Action/Research 168
Practical/Collaborative Action Research 168
Constraints 168
Impact of Action Research upon Schools 169
Reflections and Issues 169
References 171
17 Curriculum Reform 173
Introduction 173
What Is Curriculum Reform? 173
Sources of Curriculum Reform 174
Internationalization of Reform 175
Ideology and Reform 176
Categories of Reforms 176
Reform Reports 178
The National Commission on Excellence in Education (1983) 179
Reflections and Issues 181
References 182
18 National Goals and Standards 184
Introduction 184
Why Are National Goals and Standards Needed? 184
Examples 185
Australia 185
Japan 187
USA 189
United Kingdom 191
Reflections and Issues 192
References 193
19 Vocational Education and Curriculum 195
Introduction 195
Some Definitions 195
The Need for Vocational Education 196
Curriculum Elements 196
Outcomes 196
Content 197
Learning Experiences 197
Assessment 198
Certification 198
Examples 199
General National Vocational Qualifications 199
National Qualifications Framework 200
Merits and Demerits of Vocational Education 202
Reflections and Issues 202
References 204
Concluding Issues 206
Index 209
