Creativity and Cross-Curriculum Strategies in England: Tales of Doing, Forgetting and Not Knowing

Autor/inn/en	Thomson, Pat; Hall, Christine; Jones, Ken
Titel	Creativity and Cross-Curriculum Strategies in England: Tales of Doing, Forgetting and Not Knowing
Quelle	In: International Journal of Educational Research, 55 (2012), S.6-15 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2012.06.003
Schlagwörter	Foreign Countries; Educational Change; Educational Finance; Local Issues; Creativity; Change Strategies; Educational Strategies; Curriculum Development; Educational Environment; Educational Policy; Policy Analysis; Elementary School Curriculum; Secondary School Curriculum; Curriculum Implementation; Integrated Curriculum; Interdisciplinary Approach; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Bildungsfonds; Kreativität; Lösungsstrategie; Lehrstrategie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; Politikfeldanalyse; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	School change is always local and dependent on the kinds of resources that are available. In this paper we explore the notion that knowledge is an important resources for vernacular educational reform. In order to explore this contention, we use the lens of cross-curricular changes undertaken by English schools in receipt of funding from Creative Partnerships. Our research identified three dominant change patterns - themes and topics in primary and secondary schools and skills-based subjects in secondary. Our study also showed that in making these changes schools had little recourse to their own collective histories or to international examples. We argue that, while policy was a significant delimiting factor on innovation, the problem-posing and solution-generating activities undertaken by schools may well have developed differently if a wider range of intellectual resources was available to them. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10