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Originally published in 1985. This is an overview of the evolution of curriculum evaluation since the reforms of the 1960s, presented through the personal and practical knowledge of experienced individuals, rather than abstract theoretical models.
Originally published in 1982. This book analyses developments in primary education since 1974 and from this analysis draws out issues gaining rapidly in currency and seem likely to have significant impact on primary education in the following decade.
Originally published in 1983. This book provides the first overview of developments in primary science prior to and following the national survey of primary schools in 1978. Key issues central to contemporary policy and practice are identified, set in context and interrelated for teachers, students, tutors and policymakers.
Originally published in 1978 and as a second edition in 1984. The greatly enlarged second edition of the bibliography contains sections on curriculum history, curriculum management, `official¿ publications, and journals. It also added expanded sections on the sociology of the curriculum and on curriculum evaluation, assessment, and accountability.
Originally published in 1987. Looking at the interplay between social, cultural, economic and professional interests that give form to contemporary school practices, this selection of chapters looks at how practices have been shaped by the struggles to define the American school curriculum in different subjects.
Originally published in 1986. This book's focus is on English secondary schooling in the late 19th and 20th Centuries. In each chapter, a specialist contributor considers the changing ideology, shape and status of one of the seven traditional academic subjects.
Originally published in 1984. This book charts important changes brought about by teachers in the way literature is read and written about in schools. Rooted in experiences of inner-city schools, it approaches theories of reading and of literature through specific examples of lively and successful practice.
Originally published in 1991. Consisting of 18 teachers' reports on attempts to change traditional learning environments, the contributors argue for a commitment to whole curriculum planning, which embraces a variety of learning environments both inside and outside the school walls.
Originally published in 1992. The essays in this book provide an innovative forum for discussion for what are often two quite distinct enterprises: literacy research and curriculum studies.
Originally published in 1988. This book presents comparative data from a range of countries which help define the methodologies employed in curriculum history. It also explores some of the major curriculum issues uncovered in historical studies.
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