The Curriculum of the Future

From the 'New Sociology of Education' to a Critical Theory of Learning

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Author: Michael F. D. Young

Publisher: Routledge

ISBN: 1135710090

Category: Education

Page: 216

View: 8980

In this important book the author looks back on the 'knowledge question'. What knowledge gets selected to be validated as school knowledge or as part of the school curriculum, and why is it selected? Looking forward, Young discusses how most developed countries have high levels of participation in post-compulsory education, but still use curricula designed for a time when only the elite pursued further education. He argues the need to rethink post-16 education to shift focus onto vocational education, school-work issues and lifelong learning.

Knowledge and the Future School

Curriculum and Social Justice

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Author: Michael Young,David Lambert,Carolyn Roberts,Martin Roberts

Publisher: Bloomsbury Publishing

ISBN: 1472534549

Category: Education

Page: 160

View: 3906

Written at a time of uncertainty about the implications of the English government's curriculum policies, Knowledge and the Future School engages with the debate between the government and large sections of the educational community. It provides a forward-looking framework for head teachers, their staff and those involved in training teachers to use when developing the curriculum of individual schools in the context of a national curriculum. While explaining recent ideas in the sociology of educational knowledge, the authors draw on Michael Young's earlier research with Johan Muller to distinguish three models of the curriculum in terms of their assumptions about knowledge, referred to in this book as Future 1, Future 2 and Future 3. They link Future 3 to the idea of 'powerful knowledge' for all pupils as a curriculum principle for any school, arguing that the question of knowledge is intimately linked to the issue of social justice and that access to 'powerful knowledge' is a necessary component of the education of all pupils. Knowledge and the Future School offers a new way of thinking about the problems that head teachers, their staff and curriculum designers face. In charting a course for schools that goes beyond current debates, it also provides a perspective that policy makers should not avoid.

The Future of the Curriculum

School Knowledge in the Digital Age

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Author: Ben Williamson (Educator)

Publisher: MIT Press

ISBN: 0262518821

Category: Education

Page: 139

View: 4990

An examination of curriculum innovations that are shaped by new ideas about digital media and learning. Although ideas about digital media and learning have become an important area for educational research, little attention has been given to the practical and conceptual implications for the school curriculum. In this book, Ben Williamson examines a series of contemporary curriculum innovations in the United States, Great Britain, and Australia that reflect the social and technological changes of the digital age. Arguing that the curriculum is always both forward- and rearward-looking, Williamson considers how each of these innovations represents a certain way of understanding the past while also promoting a particular vision of the future. The curriculum initiatives are all examples of what Williamson calls "centrifugal schooling," expressing a vision of education and learning that is decentered, distributed, and dispersed, emphasizing networks and connections. In centrifugal schooling, a curriculum is actively assembled and improvised from a heterogeneous mix of people, groups, coalitions, and institutional structures. Participants in curriculum design and planning include local governments, corporations, foundations, charities, and nongovernmental organizations. Among the curriculum innovations Williamson examines are High Tech High, a charter school network in San Diego that integrates technical and academic education; Opening Minds, a "competence-based" curriculum used in 200 British secondary schools; and Quest to Learn, a "school for digital kids" in New York City (with a sister school in Chicago). He also describes two major partnerships: the Partnership for 21st Century Skills, which advocates for "21st century readiness" for American students; and the Whole Education Alliance in Britain, a network of "third sector" educational organizations.

Curriculum Internationalization and the Future of Education

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Author: Dikli, Semire,Etheridge, Brian,Rawls, Richard

Publisher: IGI Global

ISBN: 1522527923

Category: Education

Page: 360

View: 6154

In an effort to enhance the quality of education, universities and colleges are developing programs that help faculty and staff internationalize curriculum. These programs will purposefully develop the intercultural perspectives of students. Curriculum Internationalization and the Future of Education is a critical scholarly resource that examines the steps taken to diversify a number of courses from various disciplines and addresses the challenges with curriculum internationalization. Featuring coverage on a broad range of topics, such as active learning, student engagement, and grounded globalism, this book is geared towards academics, upper-level students, educators, professionals, and practitioners seeking current research on curriculum internalization.

Knowledge and the Future of the Curriculum

International Studies in Social Realism

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Author: B. Barrett,E. Rata

Publisher: Springer

ISBN: 1137429267

Category: Education

Page: 238

View: 1333

This collection explores why powerful knowledge matters for social justice and discusses its implications for curriculum and pedagogy. The contributors argue that the purpose of education is to provide all students with access to powerful knowledge so that they acquire the means to move beyond their experiences and enhance their lives.

Changing Schools for Changing Times

New Directions for the School Curriculum in Hong Kong

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Author: Kerry J. Kennedy

Publisher: Chinese University Press

ISBN: 9789629962319

Category: Education

Page: 246

View: 3648

Examines curriculum development and implementation in Hong Kong.

Focus on the Future

A Career Development Curriculum for Secondary School Students

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Author: Nancy Perry,Zark VanZandt

Publisher: IDEA

ISBN: 9781932716139

Category: Business & Economics

Page: 189

View: 4696

Offers a curriculum that helps secondary students prepare for careers in the 21st century. Through a series of 36 lesson plans that stress learning through activities, students discover their interests, abilities, values, and aspirations and relate them to occupational choices. They explore career and educational options and develop a career plan that outlines the preparation required to pursue their career choice. Each lesson plan contains learning objectives, materials needed, teacher preparation tips, step-by-step activities, activity or resource sheets, and discussion questions. Activity and resource sheets are available for downloading from the Web site.

Creating the Future School

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Author: Hedley Beare

Publisher: Routledge

ISBN: 1134555628

Category: Education

Page: 224

View: 358

This fascinating book is based on the changes to schooling that a five year-old, Angelica will see in her lifetime. It is divided into two parts: the first describes how schools are viewed by society; the second considers practical responses that schools can make to keep up with change. Creating the Future School predicts that the career of teaching will change and the work of the professional educator will differ significantly from what has been the traditional teaching role in schools of the twentieth century. The book addresses principals, senior members of school staff, teachers, governors and policy makers and aims to open up the reader's awareness to the profound shift in society and how society views its schools.

Understanding the School Curriculum

Theory, politics and principles

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Author: Alex Moore

Publisher: Routledge

ISBN: 1136223398

Category: Education

Page: 198

View: 1917

At a time of rapid social change and numerous policy initiatives, there is a need to question the nature and function of school curricula and the purposes of formal public education. Comparing curriculum developments around the globe, Understanding the School Curriculum draws on a range of educational, philosophical and sociological theories to examine the question ‘What is a curriculum for?’ In considering different answers to this fundamental question, it explores a range of topical issues and debates, including: tensions and dynamics within curriculum policy The implications of uncertainty and rapid social change for curriculum development the positive and negative influence of free market ideologies on public education the impact of globalization and digital technologies arguments for and against common core curricula and state control It examines the possibility of a school curriculum that is not shaped and monitored by dominant interests but that has as its founding principles the promotion of responsibility, responsiveness, a love of learning, and a sense of wonder and respect for the natural and social world. Understanding the School Curriculum is for all students following undergraduate and Masters courses in curriculum, public policy and education-related subjects. It is also for all training and practising teachers who wish to combine a deeper understanding of major curriculum issues with a critical understanding of the ways in which ideologies impact on formal state education, and to consider ways of producing school curricula that are appropriate to the times we live in.

Creating the Curriculum

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Author: Dominic Wyse,Vivienne Marie Baumfield,David Egan,Louise Hayward,Moira Hulme,Carmel Gallagher

Publisher: Routledge

ISBN: 0415687691

Category: EDUCATION

Page: 151

View: 4277

"Is there an 'ideal' primary school curriculum? Who should decide what the curriculum is? Should teachers have autonomy over how they teach? The curriculum is the heart of what teachers teach and learners learn: effective teaching is only possible with an effective curriculum. Yet in spite of its importance, there has been a crisis in curriculum that has been caused in large part by governments assuming direct control over the curriculum, assessment, and increasingly, pedagogy. Creating the Curriculum tackles this thorny issue head on, challenging student and practising primary school teachers to think critically about past and present issues and to engage with a new wave of curriculum thinking and development. Considering curriculum construction and its impact on teaching and learning in the four countries of the UK, key issues considered include: - Who should decide the curriculum, its aims and its values - The extent to which issues in primary education swing back and forth - Subjects versus thematic organisation, stages and phases, progression, breadth and balance - Prescription versus teacher autonomy - The key features of effective classroom practice - Strategies for assessing the whole curriculum - How language in the classroom influences curriculum design - Understanding curricula in the context of children's social and personal circumstances - Creativity, curriculum and the classroom Illustrated throughout with strategies and case studies from the classroom, Creating the Curriculum accessibly links the latest research and evidence with concrete examples of good practice. It is a timely exploration of what makes an effective and meanginful curriculum and how teachers can bring new relevance, motivation and powerful values to what they teach"--

Subject Learning in the Primary Curriculum

Issues in English, Science and Maths

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Author: Jill Bourne,Mary Briggs,Patricia Murphy,Michelle Selinger

Publisher: Routledge

ISBN: 1134801602

Category: Education

Page: 344

View: 3246

The emphasis on subject knowledge in primary curricula is a world-wide phenomenon and has become increasingly the focus of attention in England, with the introduction of the National Curriculum and the appointment of subject co-ordinators in schools. Yet what exactly constitutes a subject and its practice remains controversial. The book is organised into five parts. Part one examines the general aims of primary education, in order to give a background for a more detailed exploration of UK curriculum development. Parts two, three and four examine the core subjects of English, science and mathematics, whilst constantly bearing in mind the full range of views about the purpose of education and the nature of knowledge. Part five introduces key debates about approaches to knowledge, and raises issues about the future organisation of the curriculum. Subject Learning in the Primary Curriculum is the OU reader for Module 832, Teaching and Learning in the Primary Core Curriculum in the MA in Education.

Reframing the Early Childhood Curriculum

Educational Imperatives for the Future

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Author: Jane Page

Publisher: Routledge

ISBN: 1134654677

Category: Education

Page: 144

View: 1562

Pre-school children have fundamentally different attitudes towards the future and attendant notions of time and space. For this reason, early childhood professionals are optimally placed to lay important foundations for young children's long term development. Children's flexibility of thought, their positive and constructive outlook on life, their sense of the continuity of time, their creativity and imagination, and their sense of personal connection with time and the future, are all qualities that should be recognized and addressed in early childhood educational programmes as a means of counteracting the difficulty youths experience in knowing what to expect in their future lives and coming to understand their roles in shaping them. Reframing the Early Childhood Curriculum offers fresh insight into: * examining futurists' and early childhood theorists' thinking of the relevance of planning for children's long term needs in early childhood * identifying the skills, attitudes and outlooks required to assist young children attending early childhood programmes in their long term growth and development * exploring the means through which these skills, attitudes and outlooks can be achieved in curriculum frameworks through specific goals and learning experiences against the background of youth and young children's views of the future.

The Digital Classroom

Harnessing Technology for the Future of Learning and Teaching

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Author: Peter John,Steve Wheeler

Publisher: Routledge

ISBN: 1136754253

Category: Education

Page: 160

View: 1729

Based on a major research project (the InterActive Project), this book explores and illustrates how digital technologies can transform learning across the curriculum. Using a wide range of educational settings – primary, secondary, school and home – it will help practitioners think about, plan and execute effective learning in their classrooms and beyond. It will show teachers how they can 'harness technology for the future' by covering important topics such as: personalised learning using ICT for pupils with special needs personal use of ICT and home-school links designing 'digital' classrooms. By weaving 'evidence based practice' into each chapter, the book will provide extensive guidance, practical advice and insights into working in the 'digital classroom' for all primary and secondary school teachers.

Looking to the Future

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Author: Derek Hodson

Publisher: Springer Science & Business Media

ISBN: 9460914721

Category: Education

Page: 406

View: 3012

In advocating an action-oriented and issues-based curriculum, this book takes the position that a major, but shamefully neglected, goal of science and technology education is to equip students with the knowledge, skills, attitudes and values to confront the complex and often ill-defined socioscientific issues they encounter in daily life as citizens in an increasingly technology-dominated world carefully, critically, confidently and responsibly. In outlining proposals for addressing socioscientific issues through a curriculum organized in terms of four increasingly sophisticated levels of consideration, the author adopts a highly critical and politicized stance towards the norms and values that underpin both scientific and technological development and contemporary scientific, engineering and medical practice, criticizes mainstream STS and STSE education for adopting a superficial, politically naïve and, hence, educationally ineffective approach to consideration of socioscientific issues, takes the view that environmental problems are social problems occasioned by the values that underpin the ways in which we choose to live, and urges teachers to encourage students to reach their own views through debate and argument about where they stand on major socioscientific issues, including the moral-ethical issues they often raise. More controversially, the author argues that if students are to become responsible and politically active citizens, the curriculum needs to provide opportunities for them to experience and learn from sociopolitical action. The relative merits of direct and indirect action are addressed, notions of learning about action, learning through action and learning from action are developed, and a case is made for compiling a user-friendly database reflecting on both successful and less successful action-oriented curriculum initiatives. Finally, the book considers some of the important teacher education issues raised by this radically new approach to teaching and learning science and technology. The book is intended primarily for teachers and student teachers of science, technology and environmental education, graduate students and researchers in education, teacher educators, curriculum developers and those responsible for educational policy. The author is Emeritus Professor of Science Education at the Ontario Institute for Studies in Education (University of Toronto), Adjunct Professor of Science Education at the University of Auckland and Visiting Professor of Science Education at the University of Hong Kong. His research interests include considerations in the history, philosophy and sociology of science and their implications for science and technology education, STSE education and the politicization of both students and teachers, science curriculum history, multicultural and antiracist education, and teacher education via action research.

Curriculum Making in Post-16 Education

The Social Conditions of Studentship

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Author: Martin Bloomer

Publisher: Routledge

ISBN: 1134810423

Category: Education

Page: 240

View: 2497

It is widely agreed that the post-16 curriculum in England and Wales is inadequate, mainly due to the successive reforms of various governments. YTS was a reaction to problems of youth unemployment, CPVE and BTEC embraced a 'broad' concept of vocationalism, and even with the introduction of NVQ and GNVQ the A-level retains its gold-standard in the eyes of many. The post-16 curriculum that has emerged is hardly coherent. So how can teachers translate an externally imposed curriculum into a meaningful learning experience for students? Drawing on solid research in post-16 education, this book makes explicit the nature of flaws in policy, and provides an account of how teachers and students construct their roles. It puts forward the case for a radical reappraisal and identifies appropriate aims and organising principles for a post-16 curriculum for the future. Martin Bloomer is currently Dean of the Faculty of Education at Exeter University.

The Curriculum for 7-11 Year Olds

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Author: Jeni Riley Roy Prentice

Publisher: SAGE

ISBN: 9781446237861

Category:

Page: 240

View: 8582

As more Daleks try to take over education, it is a pleasure to read books that help repel them. The 12 chapters in The Curriculum for 7-11 year olds offer a healthy antidote to the Dalek style of teaching' - "Times Educational Supplement " This book affirms that although literacy and numeracy are crucial, they are not the only important subjects in the curriculum for 7 to eleven year olds. The authors believe that all children need a broad educational experience in these vital years of schooling. They put forward an approach to teaching and learning that embraces the diversity of ways in which individuals organize thought, communicate ideas, express feelings and engage in purposeful action. Written by subject specialists with extensive experience of the curriculum for 7 -eleven year olds, each chapter deals with central issues of teaching and learning in a particular subject, demonstrating the essential nature of the subject and its particular contribution to the education of children in the later phase of primary education. All chapters focus on the dual concerns of subject content and subject application, and the first chapter discusses thinking and learning in the context of this stage of children's development. The book will heighten teachers' awareness of what is particular to a subject, and its potential contribution to children's learning.