Curriculum making in post-16 education : the social conditions of studentship / / Martin Bloomer

• Record Nr.: UNINA9910450359403321
• Autore: Bloomer M (Martin)
• Pubbl/distr/stampa: London ; ; New York : , : Routledge, , 1997
• ISBN: 1-134-81043-1; 1-280-32574-7; 0-203-29310-X; 0-203-20343-7
• Descrizione fisica: 1 online resource (235 p.)
• Disciplina: 373.19; 378.199
• Soggetti: Education and state; Educational change; Post-compulsory education; Post-compulsory education - Great Britain - Curric; Student participation in curriculum planning; Teacher participation in curriculum planning; Post-compulsory education - Curricula - Great Britain; Post-compulsory education - Social aspects - Great Britain; Educational change - Great Britain; Teacher participation in curriculum planning - Great Britain; Student participation in curriculum planning - Great Britain; Education and state - Great Britain; Education, Special Topics; Education; Social Sciences; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di contenuto: Book Cover; Title; Contents; List of illustrations; Acknowledgements; INTRODUCTION; THE CONTEXT OF EDUCATIONAL PRACTICE; ; KNOWLEDGE AND THE PRESCRIPTION OF LEARNING OPPORTUNITIES; KNOWLEDGE AND LEARNING IN PRACTICE: VOCATIONAL COURSES; KNOWLEDGE AND LEARNING IN PRACTICE: A-LEVEL CHEMISTRY COURSES; KNOWLEDGE AND LEARNING IN PRACTICE: A-LEVEL HISTORY COURSES; STUDENTSHIP AND LEARNING CAREERS; TOWARDS A RECONSTRUCTION OF THE POST-16 CURRICULUM; TOWARDS A CURRICULUM FOR THE FUTURE; Notes; Bibliography; Index
• Sommario/riassunto: It is widely agreed that the post-16 curriculum in England and Wales is inadequate, mainly due to the successive reforms of various governments.YTS was a reaction to problems of youth unemployment, CPVE and BTEC embraced a 'broad' concept of vocationalism, and even with the introduction of NVQ and GNVQ the A-level retains its gold-standard in the eyes of many. The post-16 curriculum that has emerged is hardly coherent. So how can teachers translate an externally imposed curriculum into a meaningful learning experience for students?Drawing on solid research in post-16 education, this bo