國立虎尾科技大學 |

New perspectives on curriculum, learning and assessment

Record Type:	Language materials, printed : Monograph/item
Title/Author:	New perspectives on curriculum, learning and assessment/ by David Scott.
Author:	Scott, David.
Published:	Cham :Springer International Publishing : : 2016.,
Description:	xiii, 210 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
Subject:	Education - Curricula -
Online resource:	http://dx.doi.org/10.1007/978-3-319-22831-0
ISBN:	9783319228310

New perspectives on curriculum, learning and assessment
Scott, David.

New perspectives on curriculum, learning and assessment[electronic resource] /by David Scott. - Cham :Springer International Publishing :2016. - xiii, 210 p. :ill., digital ;24 cm. - Evaluating education: normative systems and institutional practices. - Evaluating education: normative systems and institutional practices..

Preface -- Acknowledgements -- 1. Introduction: Curriculum, Learning and Assessment -- 2. Curriculum Frameworks -- 3. Theories of Learning -- 4. Knowledge and the Curriculum -- 5. Learning Environments and Transitions -- 6. Accountability -- 7. Globalisation Mechanisms -- 8. International Comparisons -- 9. A New Model of Curriculum -- Notes -- References -- Author Index -- Subject Index.

This book offers a detailed analysis and assessment of the state of education round the world. The argument is made that education and curriculum practices are deficient for two reasons. The first is the adoption by governments, policy-makers and practitioners of a set of knowledge practices that can be broadly characterised as empiricist and technicist, and which has come to dominate how curricula are constructed and certainly how education systems and their work can be described. The second is the adoption of a model of curriculum that is both backward-looking and, in its own terms, confused and muddled. This book then sets out an alternative model, which is more cogent and better focused on human wellbeing.

ISBN: 9783319228310

Standard No.: 10.1007/978-3-319-22831-0doiSubjects--Topical Terms:

566754
Education
--Curricula

LC Class. No.: LB1570 / .S36 2016

Dewey Class. No.: 375.001

New perspectives on curriculum, learning and assessment
LDR:02122nam a2200325 a 4500 001 860676
003 DE-He213
005 20160728140858.0
006 m d
007 cr nn 008maaau
008 170720s2016 gw s 0 eng d
020 $a 9783319228310 $q (electronic bk.)
020 $a 9783319228303 $q (paper)
024 7 $a 10.1007/978-3-319-22831-0 $2 doi
035 $a 978-3-319-22831-0
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1570 $b .S36 2016
072 7 $a JNKC $2 bicssc
072 7 $a EDU007000 $2 bisacsh
082 0 4 $a 375.001 $2 23
090 $a LB1570 $b .S425 2016
100 1 $a Scott, David. $3 1028043
245 1 0 $a New perspectives on curriculum, learning and assessment $h [electronic resource] / $c by David Scott.
260 $a Cham : $c 2016. $b Springer International Publishing : $b Imprint: Springer,
300 $a xiii, 210 p. : $b ill., digital ; $c 24 cm.
490 1 $a Evaluating education: normative systems and institutional practices
505 0 $a Preface -- Acknowledgements -- 1. Introduction: Curriculum, Learning and Assessment -- 2. Curriculum Frameworks -- 3. Theories of Learning -- 4. Knowledge and the Curriculum -- 5. Learning Environments and Transitions -- 6. Accountability -- 7. Globalisation Mechanisms -- 8. International Comparisons -- 9. A New Model of Curriculum -- Notes -- References -- Author Index -- Subject Index.
520 $a This book offers a detailed analysis and assessment of the state of education round the world. The argument is made that education and curriculum practices are deficient for two reasons. The first is the adoption by governments, policy-makers and practitioners of a set of knowledge practices that can be broadly characterised as empiricist and technicist, and which has come to dominate how curricula are constructed and certainly how education systems and their work can be described. The second is the adoption of a model of curriculum that is both backward-looking and, in its own terms, confused and muddled. This book then sets out an alternative model, which is more cogent and better focused on human wellbeing.
650 0 $a Education $x Curricula $x Philosophy. $3 566754
650 0 $a Curriculum change $x Philosophy. $3 566755
650 0 $a Learning. $3 555256
650 1 4 $a Education. $3 555912
650 2 4 $a Curriculum Studies. $3 670010
650 2 4 $a Learning & Instruction. $3 670152
650 2 4 $a Assessment, Testing and Evaluation. $3 671650
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer eBooks
830 0 $a Evaluating education: normative systems and institutional practices. $3 1102507
856 4 0 $u http://dx.doi.org/10.1007/978-3-319-22831-0
950 $a Education (Springer-41171)