One of the educationist’s major concerns today is to find effective ways of translating new goals for the curriculum into classroom practices. American and British contributions analyse curriculum change as it actually occurs, with people, institutions and constraints of time and money acknowledged and accepted as a necessary and rightful part of the whole process. Detailed accounts are given of curriculum change in a wide variety of settings: American and English school systems, a college of education, an art curriculum project, Scottish classrooms. Analytic perspectives are employed that help to clarify the underlying forces at work. The contributors probe the adequacy of current theorizing about curriculum development, and suggest new ways of thinking about the problems involved in bringing about change.
Table of Contents
Foreword. Preface. 1 Stability and Change: The Public Schools of Gary, Indiana, 1940-70 W Lynn McKinney and Ian Westbury. 2 Negotiating Curriculum Change in a College of Education K E Shaw 3 Curriculum Development in an Art Project Decker F Walker 4 The Head Teacher as Innovator: A Study of an English School District N B Dickinson 5 Handling Innovation in the Classroom: Two Scottish Examples David Hamilton 6 The Diffusion of Keynesian Macroeconomics through American High School Textbooks, 1936-70 7 The Changing Curriculum: Theory and Practice William A Reid. Bibliography. Index.