- Page 5: A.V. Kelly 2004First published 2004
- Page 11: xThe CurriculumThe initial ambivale
- Page 15 and 16: xivThe Curriculumbackground constra
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- Page 19 and 20: towards central political control o
- Page 21 and 22: The Curriculumthat, to the extent t
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- Page 25 and 26: the planners, the procedures adopte
- Page 27 and 28: The Curriculummoral purpose of the
- Page 29 and 30: The Curriculumwhich have been learn
- Page 31 and 32: The CurriculumWe have long been fam
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- Page 43 and 44: ing the problematic nature of human
- Page 45 and 46: The Curriculumagainst the mysticism
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- Page 49 and 50: The Curriculumknowledge rather than
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The Curriculummust be ‘forced to
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The CurriculumAnd it has led some c
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The Curriculumwords, alternative di
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The Curriculumtheir dangers, howeve
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The Curriculumpost-modernism puts o
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3Curriculum as Content and ProductW
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The Curriculumpresent it. In a cont
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The Curriculumschool and can ultima
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The Curriculumpupils rather than th
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The CurriculumHowever, it is clear
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It is because of this fundamental i
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The Curriculumonly in the United St
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The Curriculumlum planning is that
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The Curriculumthe use of this model
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The CurriculumIt is easy to see why
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The Curriculumcurriculum planners w
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The Curriculumfor their own sake, a
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The CurriculumOne major reason, the
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The Curriculumbe broken down into
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objectives, and even, perhaps espec
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4Curriculum as Process and Developm
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the basic principles of democratic
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The first of these, the rejection o
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The Curriculumprinciples inherent i
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Education as developmentIt is worth
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The Curriculumsupports this kind of
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The Curriculummodel of curriculum r
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What the developmental model offers
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The Curriculumwhich we discussed in
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The CurriculumThere are aspects of
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God-given status of certain kinds o
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The Curriculumpractice, it is impor
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Key issues raised by this chapter1
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The CurriculumFirst of all we will
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The Curriculummain significance of
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The CurriculumTake-Up Project (Scho
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The Curriculumrelated sources. Firs
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The Curriculumthat this is not a mo
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The Curriculumand for providing the
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The Curriculumopposition and hostil
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extending and otherwise reordering
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The Curriculumwhich arose, then, wa
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The CurriculumThese were among the
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The Curriculumabout the major chang
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The CurriculumChapter 8 that a nati
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6Assessment, Evaluation, Appraisal
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The Curriculumous assessment forms
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The CurriculumThe realities of Nati
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The Curriculumargued (Nuttall, 1989
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The Curriculumlinked to a curricula
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Testing and curriculum controlFinal
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The Curriculumproduces. And so diff
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The Curriculuming (Stenhouse, 1975)
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The Curriculumbut which nevertheles
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The Curriculumuation procedures see
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The CurriculumThis clearly leads us
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The Curriculumthe innovation, not m
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The Curriculuminto play after someo
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The CurriculumThe intrinsic, democr
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The Curriculumwe must note here the
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The Curriculumpolitically grounded
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The Curriculumprofessional judgemen
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of educational research, have becom
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The CurriculumDirect and indirect p
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that of increased political control
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The Curriculumof subjects (humaniti
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The Curriculumintellectual impoveri
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The CurriculumIn short, one can det
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The Curriculumclearly defined, ‘t
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The Curriculumdirected towards what
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The Curriculumprovision, and the 19
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The CurriculumImpact on the trainin
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The Curriculumhalf the members of s
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The Curriculumtraditonal moral valu
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context, it is clearly not appropri
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The Curriculumthe pursuit of profit
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The Curriculumchanges or can be cha
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The Curriculumthe what of the curri
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8A Democratic and Educational Natio
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The CurriculumKingdom was an except
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The Curriculumapproach such as this
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The Curriculumthe inclusion of thos
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The Curriculumof the piecemeal appr
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The Curriculumchapters, but the maj
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of Education, 1931) and reinforced
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The Curriculumas ‘one of the soci
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The Curriculumforward the approach
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The CurriculumAgain, therefore, we
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The CurriculumThe implications of t
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The Curriculumbut every attempt mus
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The Curriculumimplemented in such a
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The Curriculumcontent but on common
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The Curriculumtion must be planned
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A Chronology of Curriculum Developm
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1965 Circular 10/65 requires all lo
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BibliographyAlexander, R.J. (1984)
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The CurriculumPhiladelphia: Open Un
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The CurriculumFoot, P. (1999) ‘Th
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The CurriculumJames, C.M. (1968) Yo
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The Curriculumstudy’. PhD thesis,
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The CurriculumSimon, B. (1985) Does
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The CurriculumGoverment reports and
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Author IndexAdelman, C., 118, 120,
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The Curriculum165, 167, 171, 175, 1
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Subject Indexability, 22, 196, 206a
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The Curriculumconditioning, 47Confe
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The CurriculumEducation Act (1944),
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The Curriculum172, 180-181see also
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The Curriculumpsycho-motor, 57see a
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The Curriculumscientific approaches