Neither National nor a Curriculum?

Autor/in	Alexander, Robin
Titel	Neither National nor a Curriculum?
Quelle	In: FORUM: for promoting 3-19 comprehensive education, 54 (2012) 3, S.369-384 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-8253
DOI	10.2304/forum.2012.54.3.369
Schlagwörter	Evidence; National Curriculum; Academic Standards; Expertise; Educational Change; Accountability; Academic Achievement; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Evidenz; Expert appraisal; Bildungsreform; Verantwortung; Schulleistung
Abstract	This article examines the government's view, as revealed in its June 2012 National Curriculum proposals, of the purposes and character of the primary curriculum as a whole. The proposals are found to be deficient in a number of respects: in their naive, selective and inflated use of international evidence; in their treatment of aims as no more than cosmetic; in their impoverished take on culture, knowledge and values; in their reduction of educational standards to test performance in the 3Rs; in their perpetuation of the damaging Victorian legacy of a two-tier curriculum; and in their characterisation of spoken language, despite what has long been known about its vital role in development, learning and teaching, as little more than 'idle chatter'. In sum, the proposals are judged to betray contempt for other than politically-compliant evidence and to fall seriously short of what a national curriculum minimally entails. (Contains 25 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10