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Books on the topic 'National curriculum reform'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Department of Education & Science. Education Reform Act: Temporary exceptions from the national curriculum. London: Department of Education and Science, 1989.

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2

Department of Education & Science. Education Reform Act 1988 : temporary exceptions from the national curriculum. London: D.E.S., 1989.

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3

Piper, Kevin. Riders in the chariot: Curriculum reform and the national interest, 1965-1995. Melbourne, Vic: Australian Council for Educational Research, 1997.

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4

Science, Department of Education &. Education Reform Act 1988: Modern foreign languages in the National Curriculum. London: Department of Education and Science, 1989.

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5

Education, Great Britain Department for. The Education Reform Act 1988: Modern foreign languages in the national curriculum. London: DFE Publications, 1991.

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6

Great Britain. Department for Education. The Education Reform Act 1988: National Curriculum : section 4 order physical education. London: DFE Publications, 1992.

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7

Fowler, W. S. Implementing the national curriculum: The policy and practice of the 1988 Education Reform Act. [London]: Kogan Page, 1990.

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8

Great Britain. Department for Education. The Education Reform Act 1988: National Curriculum : Mathematics and science orders under section 4. London: DFE Publications, 1994.

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9

Department of Education & Science. The Education Reform Act 1988: National curriculum : mathematics and science orders under section 4. London: Department of Education and Science, 1989.

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10

Department of Education & Science. Science at key stage 4: Proposal of the Secretary of State for Education andScience and the Secretary of State for Wales for Regulations under section 17 of the Education Reform Act 1988. [London]: DES, 1991.

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Department of Education & Science. Science at key stage 4: Proposal of the Secretary of State for Education and Science and the Secretary of State for Wales for regulations under section 17 of the Education Reform Act 1988. London: Department of Education and Science, 1991.

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12

Science, Department of Education &. Art and music at Key Stage 4: Proposal of the Secretary of State for Education andScience and the Secretary of State for Wales for Regulations under Section 3(4)(a) of the Education Reform Act 1988. [London]: DES, 1991.

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13

Department of Education & Science. Art and music at key stage 4: Proposal of the Secretaries of State for Education and Science and the Secretary of State for Wales for an order under section 3(4)(a) of the Education Reform Act 1988. [London]: DES, 1991.

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14

Great Britain. Department of Education and Science. The Education Reform Act 1988: National curriculum : English key stage one order under section 4. London: Depatment of Education and Science, 1989.

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15

National Action Plan for Mathematics Education Reform for the Deaf Committee. Moving toward the standards: A national action plan for mathematics education reform for the deaf. Washington, D.C: Gallaudet University Pre-College Programs, 1995.

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16

Department of Education & Science. Whole classes of pupils taking examinations for GCSE or equivalent qualifications in National curriculum subjects early: Proposals of the Secretaries of State for Education and Science and for Wales for regulations under Section 17 of the Education Reform Act 1988. [London]: DES, 1991.

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17

Bailey, Patrick. Securing the place of geography in the national curriculum of English and Welsh schools: A study in the politics andpracticalities of curriculum reform. Leicester: Department of Geography, University of Leicester, 1991.

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18

Great Britain. Department for Education. The Education Reform Act 1988: National Curriculum : section 4 order technology : design and technology and information technology. London: DFE Publications, 1990.

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19

Science, Department of Education &. The Education Reform Act 1988: National curriculum : English key stages two to four order under section 4. London: DFE Publications, 1990.

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20

Office, Great Britain Welsh. National curriculum: Science at key stage 4 : proposal of the Secretary of State for Education and Scienceand the Secretary of State for Wales for Regulations under Section 17 of the Education Reform Act 1988. [London]: [Welsh Office], 1991.

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21

Office, Great Britain Welsh. National curriculum: Art and music at key stage 4 : proposal of the Secretaries of State for Education andScience and the Secretary of State for Wales for an Order under Section 3(4)(a) of the Education Reform Act 1988. [London]: [Welsh Office], 1991.

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22

White, John. Rethinking the School Curriculum: The Next Stage in National Curriculum Reform. RoutledgeFalmer, 2003.

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23

White, John. Rethinking the School Curriculum: The Next Stage in National Curriculum Reform. RoutledgeFalmer, 2003.

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24

Special Needs and the National Curriculum (Implementation of the Curricular Requirements of the Education Reform Act). Stationery Office Books, 1993.

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25

Dept.of Education & Science. Special Needs and the National Curriculum (Implementation of the Curricular Requirements of the Education Reform Act). Stationery Office Books, 1992.

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26

National Science Foundation (Corporate Author) and William E. Haver (Editor), eds. Calculus: Catalyzing a National Community for Reform : Awards 1987-1995. Mathematical Assn of Amer, 1999.

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27

National Association of Head Teachers., ed. Education Reform Bill: National curriculum/testing : NAHT's full response to the consultation document. Haywards Heath: National Association of Head Teachers, 1987.

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28

Koon, Holly Anne. The Institute: A framework for integrating curricula in accordance with state and national reform guidelines. 1998.

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29

National Standards and School Reform in Japan and the United States. Teachers College Press, 2002.

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30

Harry, Daniels, and Ware Jean 1950-, eds. Special educational needs and the national curriculum: The impact of the Education Reform Act. London: Kogan Page, 1990.

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31

Decoker, Gary. National Standards and School Reform in Japan and the United States. Teachers College Press, 2002.

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32

Bailey, Patrick. Securing the Place of Geography in the National Curriculum of English and Welsh Schools: A Study in the Politics and Practicalities of Curriculum Reform. The Geographical Association, 1992.

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33

1956-, Miller Ron, ed. Educational freedom for a democratic society: A critique of national goals, standards, and curriculum. Brandon, VT: Resource Center for Redesigning Education, c1995., 1995.

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34

Miller, Ron. Educational Freedom for a Democratic Society: A Critique of National Standards, Goals and Curriculum. Resource Center for Redesigning, 1995.

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35

Kallon, Michael R. An interpretive study of planned educational reform in Sierra Leone: The primary school and teacher education. 1996.

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36

Schwartzberg, Rhea Zirkes. A case analysis of two major American reform proposals: A nation at risk and Report of the Committee on Secondary School Studies. 1988.

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37

Worden, Elizabeth Anderson. National Identity and Educational Reform: Contested Classrooms. Taylor & Francis Group, 2016.

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38

National Identity and Educational Reform: Contested Classrooms. Routledge, 2014.

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39

Dunlop, Aline-Wendy. The child’s curriculum as a gift: Opening up the early-level curriculum in Scotland. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0012.

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Many countries worldwide benefit from a long tradition of early childhood education, some serving the years from birth to seven or eight years old. Determined to provide out-of-home experiences for children before school start, this costly exercise has led to review of location, staffing, pedagogical approaches, and curriculum, while advocating ‘the best interests of the child’. Curriculum reform has often been used as an educational policy tool. There have been shifts in the roles and responsibilities of early educators and consequently in early childhood practices nationally and internationally. The long Scottish early childhood tradition provides a context in which to consider how an understanding of the child’s curriculum may be a gift to ensure an enlightened early childhood educational policy and curriculum interpretation at the beginning of the twenty-first century. By looking back, we can begin to look forward.

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40

Moore, Robin D. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.003.0001.

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Chapter 1 provides an overview of the many challenges currently facing institutions that offer degrees in applied music. These include the constrained nature of the musical material taught, the divisions that exist between the kinds of music taught in music schools and the music most students hear in their communities, and the decreasing social relevance of a traditional musical education. The chapter continues by discussing previous attempts at reform and providing an overview of the many innovative curricular experiments that are taking place nationally and internationally. Next, the chapter proposes five guiding principles or commitments that could be used to reorient existing music curricula for the twenty-first century. These include (1) a commitment to community, (2) a commitment to the practical concerns of aspiring professional musicians, (3) a commitment to global awareness, (4) a commitment to social justice, and (5) a commitment to creative, self-driven student projects and practices.

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41

History and geography at Key Stage 4; science at Key Stage 4; whole classes of pupils taking examinations for GCSE or equivalent qualifications in National Curriculum subjects early: A report to the Secretary of State for Education and Science on the statutory consultations for proposals made under Section 17 of the Education Reform Act 1988. York: National Curriculum Council, 1991.

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42

Moore, Robin D., ed. College Music Curricula for a New Century. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.001.0001.

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This volume considers what a more inclusive, dynamic, and socially engaged curriculum of musical study might look like in universities. Its goal is to create dialogue among faculty, administrators, and students about what the future of college music instruction should be and how to transition to new paradigms. Critiques and calls for reform have existed for decades, but few publications have offered concrete suggestions as to how things might be done differently. This book suggests new concepts or guiding principles that might be used to reconceive applied music education at the university level and, based on existing experiments taking place nationally and internationally, how such principles might be implemented in practical terms. The book’s essays concentrate primarily on changes to performance degrees rather than other subdisciplines since the former constitute the center of activity in most institutions. Ethnomusicologists feature prominently among the contributors, but the volume also includes input from those with specialization in music education, theory/composition, professional performance, and administration.

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43

Watson, Jay, and Jr ,. James G. Thomas, eds. Faulkner and History. University Press of Mississippi, 2017. http://dx.doi.org/10.14325/mississippi/9781496809971.001.0001.

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William Faulkner remains a historian's writer. A distinguished roster of historians has referenced Faulkner in their published work. They are drawn to him as a fellow historian, a shaper of narrative reflections on the meaning of the past; as a historiographer, a theorist, and dramatist of the fraught enterprise of doing history; and as a historical figure himself, especially following his mid-century emergence as a public intellectual after winning the Nobel Prize for Literature. This volume brings together historians and literary scholars to explore the many facets of Faulkner's relationship to history: the historical contexts of his novels and stories; his explorations of the historiographic imagination; his engagement with historical figures from both the regional and national past; his influence on professional historians; his pursuit of alternate modes of temporal awareness; and the histories of print culture that shaped the production, reception, and criticism of Faulkner's work. The chapters draw on the history of development in the Mississippi Valley, the construction of Confederate memory, the history and curriculum of Harvard University, twentieth-century debates over police brutality and temperance reform, the history of modern childhood, and the literary histories of anti-slavery writing and pulp fiction to illuminate Faulkner's work. Others explore the meaning of Faulkner's fiction for such professional historians as C. Vann Woodward and Albert Bushnell Hart. In these ways and more, the book offers fresh insights into one of the most persistent and long-recognized elements of the Mississippian's artistic vision.

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