173 research outputs found
Downgraded curriculum? An analysis of knowledge in new curricula in Scotland and New Zealand
The development, since 2000, of new National Curricula across the Anglophone world signals a number of policy trends, including: a move from the explicit specification of content towards a more generic, skills-based approach; a greater emphasis on the centrality of the learner; and [ostensibly] greater autonomy for teachers in developing the curriculum in school. These policy shifts have attracted some criticism, especially from social realist writers, who claim that the new curricula downgrade knowledge. This paper offers a contribution to this debate; an empirically-based analysis of two new curricula, New Zealand’s Curriculum Framework and Scotland’s Curriculum for Excellence. We conclude that, while these curricula continue to accord considerable importance to knowledge in their statements of policy intent, the social realist critique is at least partially justified, since both curricula are characterised by a lack of coherence and mixed messages about the place of knowledge
Recommended from our members
âTales and Adventuresâ: G.A. Hentyâs Union Jack and the Competitive World of Publishing for Boys in the 1880sâ
In the competitive publishing environment of the late nineteenth century, writers and magazines had to distinguish themselves carefully from potential rivals. This article examines how G.A. Hentyâs quality boysâ weekly, Union Jack (1880-83), attempted to secure a niche in the juvenile publishing market by deliberately distinguishing itself from other papers as a literary, imperialist and âhealthyâ publication. The article explores the design and marketing techniques of the magazine, its status as a fiction paper, the high calibre of its contributors, and its aggressive rhetoric in targeting an exclusively masculine audience. It argues that while Union Jack was marketed as a niche publication, it eventually failed to distinguish itself sufficiently to survive in an extremely competitive environment
Successful futures, successful curriculum: What can Wales learn from international curriculum reforms?
The proposed Curriculum for Wales 2022 presents a bold new vision for curriculum, teaching and learning. Together with its focus on four key purposes, it affords substantially more flexibility and autonomy to teachers and schools, positions learners as central to curriculum decision making, promotes active forms of pedagogy and 21st century skills, and reduces specification of curriculum content. Like other ânew curriculumâ examples around the world, it brings with it a complex set of interacting curricular elements, with challenges including curriculum design capability and the agency required of those working with the curriculum. In this article we discuss challenges and opportunities for this curriculum reform in light of international curriculum experience. In particular, we highlight the need for attention to the accountability, professional learning, and social network context necessary for the realization of national curriculum aspirations in Wales
Relative Reactivity of the Metal-Amido versus Metal-Imido Bond in Linked Cp-Amido and Half-Sandwich Complexes of Vanadium
Treatment of (η5-C5H4C2H4NR)V(N-t-Bu)Me (R = Me, i-Pr) and CpV(N-p-Tol)(N-i-Pr2)Me (Cp = η5-C5H5) with B(C6F5)3 or [Ph3C][B(C6F5)4] results in formation of the corresponding cations, [(η5-C5H4C2H4NR)V(N-t-Bu)]+ and [CpV(N-p-Tol)(N-i-Pr2)]+. The latter could also be generated as its N,N-dimethylaniline adduct by treatment of the methyl complex with [PhNMe2H][BAr4] (Ar = Ph, C6F5). Instead, the analogous reaction with the linked Cp-amido precursor results in protonation of the imido-nitrogen atom. Sequential cyclometalation of the amide substituents gave cationic imine complexes [(η5-C5H4C2H4NCR'2)V(NH-t-Bu)]+ (R' = H, Me) and methane. Reaction of cationic [(η5-C5H4C2H4NR)V(N-t-Bu)]+ with olefins affords the corresponding olefin adducts, whereas treatment with 1 or 2 equiv of 2-butyne results in insertion of the alkyne into the vanadium-nitrogen single bond, affording the mono- and bis-insertion products [(η5-C5H4C2H4N(i-Pr)C2Me2)V(N-t-Bu)]+ and [(η5-C5H4C2H4N(i-Pr)C4Me4)V(N-t-Bu)]+. The same reaction with the half-sandwich compound [CpV(N-p-Tol)(N-i-Pr2)]+ results in a paramagnetic compound that, upon alcoholysis, affords sec-butylidene-p-tolylamine, suggesting an initial [2+2] cycloaddition reaction. The difference in reactivity between the V-N bond versus the V=N bond was further studied using computational methods. Results were compared to the isoelectronic titanium system CpTi(NH)(NH2). These studies indicate that the kinetic product in each system is derived from a [2+2] cycloaddition reaction. For titanium, this was found as the thermodynamic product as well, whereas the insertion reaction was found to be thermodynamically more favorable in the case of vanadium.
Automated reasoning on feature models
Software Product Line (SPL) Engineering has proved to be an effective method for software production. However, in the SPL community it is well recognized that variability in SPLs is increasing by the thousands. Hence, an automatic support is needed to deal with variability in SPL. Most of the current proposals for automatic reasoning on SPL are not devised to cope with extraâ functional features. In this paper we introduce a proposal to model and reason on an SPL using constraint programming. We take into account functional and extraâfunctional features, improve current proposals and present a running, yet feasible implementation
Curriculum is - or should be - at the heart of educational practice
First paragraph: We write our first Editorial as Lead Editors of The Curriculum Journal against the political backdrop of turbulent scenes in the UK Parliament. On 12 March 2019, Members of Parliament voted (for a second time) to categorically reject the Prime Ministerâs âdealâ for exiting the European Union. The following day, they voted almost as decisively to reject a âno dealâ exit from the EU. Despite this, at the time of writing it is still quite possible that the UK is spiralling inexorably towards a chaotic (some would say catastrophic) no deal Brexit, with long term effects on the prosperity and wellbeing of its citizens, on its future trading relations with the rest of the world, and ultimately upon its international standing and reputation.Editoria
Long-term psychosocial functioning after Ilizarov limb lengthening during childhood: 37 patients followed for 2â14 years
Background and purpose Few studies have been concerned with the patient's perception of the outcome of limb lengthening. We describe the psychological and social functioning after at least 2 years of follow-up in patients who had had a leg length discrepancy and who had undergone an Ilizarov limb lengthening procedure
School-based curriculum development in Scotland: Curriculum policy and enactment
Recent worldwide trends in curriculum policy have re-emphasised the role of teachers in school-based curriculum development. Scotland’s Curriculum for Excellence is typical of these trends, stressing that teachers are agents of change. This paper draws upon empirical data to explore school-based curriculum development in response to Curriculum for Excellence. We focus on two case studies – secondary schools within a single Scottish local education authority. In the paper we argue that the nature and extent of innovation in schools is dependent upon teachers being able to make sense of often complex and confusing curriculum policy, including the articulation of a clear vision about what such policy means for education within each school
- âŠ