Literaturnachweis - Detailanzeige
| Autor/in | Babin, Patrick |
|---|---|
| Titel | Canada's Curriculum Continuum. |
| Quelle | (1980), (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Centralization; Curriculum; Curriculum Development; Educational Policy; Elementary Secondary Education; Foreign Countries; Government School Relationship; State Departments of Education; Canada |
| Abstract | The first part of this article provides an assortment of scenarios depicting how control over school curricula is divided up in Canada. While reviewing these vignettes, the reader is encouraged to keep the following specific questions in mind: (1) What content is desirable for the learner? (2) How much of said content is to be prescribed? (3) Is curriculum decision-making centralized or decentralized? (4) Who is to decide the "what," the "how much," and the "how"? As the scenarios are placed on a continuum, varying degrees of centralization become apparent. Curriculum activity occurs at several levels of remoteness from the learner. A hierarchy of decision-making becomes evident when the settings are closely scrutinized. In some cases extensive teacher involvement in deciding the"what" takes place, in others the curricular decisions are made by total school staffs under the leadership of the principal or of personnel from the central office, and in others the decision-making becomes the responsibility of school boards and departments of education. In reality, there is often overlap among these levels. (Author/IRT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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