ABSTRACT

One of the educationist’s major concerns today is to find effective ways of translating new goals for the curriculum into classroom practices. American and British contributions analyse curriculum change as it actually occurs, with people, institutions and constraints of time and money acknowledged and accepted as a necessary and rightful part of the whole process. Detailed accounts are given of curriculum change in a wide variety of settings: American and English school systems, a college of education, an art curriculum project, Scottish classrooms. Analytic perspectives are employed that help to clarify the underlying forces at work. The contributors probe the adequacy of current theorizing about curriculum development, and suggest new ways of thinking about the problems involved in bringing about change.

chapter 2|37 pages

Negotiating Curriculum Change in a College of Education

ByK. E. Shaw

chapter 3|45 pages

Curriculum Development in an Art Project

ByDecker F. Walker

chapter 4|43 pages

The Head Teacher as Innovator: a Study of an English School District

ByN. B. Dickinson

chapter 5|29 pages

Handling Innovation in the Classroom: Two Scottish Examples

ByDavid Hamilton

chapter 7|20 pages

The Changing Curriculum: Theory and Practice

ByWilliam A. Reid