New perspectives on curriculum, learning and assessment.

Autor/in	Scott, David
Titel	New perspectives on curriculum, learning and assessment.
Quelle	Cham; Heidelberg: Springer (2016), xiii, 210 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Evaluating education. Normative systems and institutional practises
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-319-22830-3
DOI	10.1007/978-3-319-22831-0
Schlagwörter	Bildungstheorie; Lernstandserhebung; Schulpädagogik; Leistungsbeurteilung; Schulbildung; Lernprozess; Lerntheorie; Lernumgebung; Wissenserwerb; Curriculum; Unterrichtsinhalt; Globalisierung; Internationaler Vergleich; Leistungsmessung; Chile; Deutschland; Finnland; Großbritannien; Kanada; Niederlande; Ontario; Singapur
Abstract	This book offers a detailed analysis and assessment of the state of education round the world. The argument is made that education and curriculum practices are deficient for two reasons. The first is the adoption by governments, policy-makers and practitioners of a set of knowledge practices that can be broadly characterized as empiricist and technicist, and which has come to dominate how curricula are constructed and certainly how education systems and their work can be described. The second is the adoption of a model of curriculum that is both backward-looking and, in its own terms, confused and muddled. This book then sets out an alternative model, which is more cogent and better focused on human wellbeing. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/2