This title was first published in 2001. What impact has the National Curriculum for England and Wales had on pupils, teachers, academic and social standards in the ten years since its introduction? The distinguished contributors to this volume examine the history and development of the National Curriculum to date and assess its effects.
'This text is recommended to educational psychologists, not as a source of ideas to apply in day-to-day practice, but as an opportunity to reflect on the values (or lack of them) that underpin the daily diet of children in school.' Debate
Contents: Introduction: can a curriculum be national?, Cedric Cullingford; Conceptual issues in a centralised curriculum, Paul Oliver; The crumbling shrine: the national curriculum and the proposals to amend it, John Elliott; Secondary school pupils’ experience of the national curriculum, Cedric Cullingford; Pupil perceptions of the national curriculum, Leroy McDonald; Secondary subject teaching and the development of pupil values, Bob Butroyd; Excluded or empowered: the national curriculum and exclusions, Robert Berkeley; Exploring the policy influence of England’s national curriculum on school exclusion: a dilemma of intended entitlement and unintended exclusion?, E. Rustique-Forrester; Horse before the cart: developing an evidence-based approach to educational policy, Fay Smith and Frank Hardman; National curriculum subjects are repositories of values that are under-explored, Bob Butroyd; ICT in the national curriculum - revised but not resolved, Matthew Pearson; Conclusion: logic, rationality and the curriculum, Paul Oliver.
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