Curriculum development re-invented. Proceedings of the invitational conference on the occasion of 30 years SLO, 1975-2005, Leiden, the Netherlands, 7-9 December 2005.

Autor/inn/en	Akker, Jan J. H. van den; Berkien, Hans; Cachapuz, António; Ekholm, Mats; Handelzalts, Adam; Hoeven, Maria van der; Hooghoff, Hans; Homminga, Sijbe; Hopkins, David; Krüger, Jenneke; Kuiper, Wilmad; Letschert, Jos; Le Metais, Joanna; Nieveen, Nienke; Thürmann, Eike
Institution	Instituut voor Leerplanontwikkeling (Enschede)
Titel	Curriculum development re-invented. Proceedings of the invitational conference on the occasion of 30 years SLO, 1975-2005, Leiden, the Netherlands, 7-9 December 2005.
Quelle	Enschede: SLO (2005), 133 S.Verfügbarkeit
Beigaben	grafische Darstellungen; Literaturangaben S. 128-131
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	90-329-2242-4
Schlagwörter	Empirische Untersuchung; Fallstudie; Bildungspolitik; Schule; Curriculum; Curriculumentwicklung; Curriculumreform; Universität; Internationaler Vergleich; Dezentralisierung; Empfehlung; Konferenzschrift; Strategie; Tagungsbericht; Zentralisierung; Forschungsprojekt; Belgien; Deutschland; England; Europa; Finnland; Flandern; Kalifornien; Niederlande; Portugal; Schweden; Ungarn
Abstract	This book is the outcome of an invitational conference on the occasion of the 30th anniversary of the Netherlands institute for Curriculum Development (SLO). ... Part A contains an introduction, the two keynote speeches and the dinner speech of the Dutch minister of Education, Culture and Science. Part B contains case studies and information about the output of group discussion based on country presentations. ... The SLO conference has been placed in an international perspective. In cooperation with the University of Twente, SLO is carrying out an European research project titled: Curriculum development in (de)centralized policy contexts. Not only in the Netherlands, but also elsewhere in and outside Europe, roles of national governments, curriculum development agencies and schools are shifting. In a number of cases the trend is towards more decentralization of curriculum policy. However, in other countries the pendulum seems to move in the opposite direction, emphasizing centrally formulated, prescriptive standards combined with considerable demands on assessment at different levels. During the conference case studies have been presented and some of those are included in this collection. A general overview of the tentative results of the study, presented during the conference ... is also part of the proceedings. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2009/4