LEADER 06001nam 2200709Ia 450 001 9910348220903321 005 20180529233744.0 010 $a1-134-80161-0 010 $a1-280-15038-6 010 $a9786610150380 010 $a0-203-99024-2 035 $a(CKB)1000000000360961 035 $a(EBL)242096 035 $a(OCoLC)437156460 035 $a(SSID)ssj0000253179 035 $a(PQKBManifestationID)11237569 035 $a(PQKBTitleCode)TC0000253179 035 $a(PQKBWorkID)10187051 035 $a(PQKB)10571622 035 $a(MiAaPQ)EBC242096 035 $a(EXLCZ)991000000000360961 100 $a19950802d1995 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aSubject learning in the primary curriculum$b[electronic resource] $eissues in English, science, and mathematics /$fedited by Patricia Murphy ... [et al.] 210 $aLondon ;$aNew York $cRoutledge ;$aMilton Keynes [England] $cIn association with the Open University$d1995 215 $a1 online resource (331 p.) 300 $a"Supports students studying the course E832 ... a module of the Open University's taught MA in Education." 300 $a"E832 reader." 311 $a1-138-41630-4 311 $a0-415-12537-5 320 $aIncludes bibliographical references (p. [320]-321) and indexes. 327 $aBook Cover; Half-Title; Title; Copyright; Contents; Introduction; Part I Curriculum influences; Chapter 1 Introduction; Chapter 2 The aims of primary education in member states of the Council of Europe; CHILDREN AS INDIVIDUALS; The range of the educational programme; The balance between first-hand and second-hand sources; Literacy and numeracy; Social development; The place of foreign languages; Physical development; A child should achieve as much as he or she can; Taking children as far as they can now go; Individual differences; The balance between personal need and community membership 327 $aTHE REQUIREMENTS AND CONSTRAINTS OF SOCIETYSOME REFLECTIONS; NOTE; REFERENCES; Chapter 3 Knowledge for the masses; BACKGROUND; HYPOTHESES; DATA; DATA FRAME AND COVERAGE; RESULTS; SUMMARY AND DISCUSSION; NOTES; REFERENCES; Chapter 4 Education, Majorism and 'the curriculum of the dead'; RESTORATIONISM AND POLICY INFLUENCE IN THE UK; The curriculum; Music; Geography; History; Assessment; Pedagogy; COMMON SENSE AND VICTORIANISM; REFERENCES; GLOSSARY; Actors; Agencies; Chapter 5 The problem of good primary practice; THE QUEST: PRACTITIONER VIEWS; THE QUEST: THE APPEAL TO AUTHORITY 327 $aTHE INVISIBLE CRITERION PROBLEMTHE NOTION OF GOOD PRACTICE: WHAT DO WE MEAN BY 'GOOD'?; THE NOTION OF 'GOOD PRACTICE': WHAT DO WE MEAN BY 'PRACTICE'?; A FRAMEWORK FOR CONCEPTUALIZING PRACTICE; WHERE IS GOOD PRACTICE TO BE FOUND?; GOOD PRACTICE: THE PRIMACY OF VALUES AND EVIDENCE; NOTE; REFERENCES; Part II English: literacy practices in the primary classroom; Chapter 6 Introduction; REFERENCES; Chapter 7 The schooling of literacy; LITERACY WITHOUT SCHOOLING; LITERACY IN THE COMMUNITY AND IN THE SCHOOL; PROCESSES OF PEDAGOGIZATION; OBJECTIFYING LANGUAGE; SPACE LABELLING; PROCEDURES 327 $aHOMOGENIZATION OR VARIATION?CONCLUSION; REFERENCES; Chapter 8 What counts as reading in this class? Children's views; SHARED READING: MODELLING OR MYSTIFICATION?; CHILDREN'S EXPECTATIONS AND INTERPRETATIONS; REFERENCES; Chapter 9 Disciplining English: the construction of a national subject; KINGMAN AND THE QUESTION OF GRAMMAR; KINGMAN AND THE QUESTION OF ENGLISH; CITIZENSHIP AND NATIONHOOD (1): ENGLISH AND MINORITY LANGUAGES; CITIZENSHIP AND NATIONHOOD (2): STANDARD ENGLISH; KINGMAN, ENGLISH AND EDUCATION; THE COMMON CULTURE; REFERENCES 327 $aChapter 10 Young children's writing: from spoken to written genreGENRE DEFINED; A WRITING NEGOTIATION GENRE; THE RELATIONSHIP OF THE WRITTEN GENRES TO THE CURRICULUM GENRE; REFERENCES; Chapter 11 Planning for writing across the curriculum; PLANNING THE CONTEXT; THE FIELD; THE MODE; THE TENOR; PUTTING IT INTO PRACTICE; LANGUAGE ACCOMPANYING ACTION; RECOUNT; CLASSIFICATION ACTIVITY; EXPERIMENTING; Hammering test; TEXT TALK; THE BIG BOOK; Part III Science: views of the domain and learning; Chapter 12 Introduction; Chapter 13 Constructivism and quality in science education; EXPLAINING THE TITLE 327 $aTHE EMERGENCE OF PERSONAL CONSTRUCTIVISM 330 $aThe emphasis on subject knowledge in primary curricula is a world-wide phenomenon and has become increasingly the focus of attention in England, with the introduction of the National Curriculum and the appointment of subject co-ordinators in schools. Yet what exactly constitutes a subject and its practice remains controversial. The book is organised into five parts. Part one examines the general aims of primary education, in order to give a background for a more detailed exploration of UK curriculum development. Parts two, three and four examine the core subjects of English, science and ma 606 $aEducation, Elementary$xCurricula$zGreat Britain 606 $aLanguage arts (Elementary)$xCurricula$zGreat Britain 606 $aScience$xStudy and teaching (Elementary)$zGreat Britain$xCurricula 606 $aMathematics$xStudy and teaching (Elementary)$zGreat Britain$xCurricula 606 $aEducation, Elementary$xCurricula 608 $aElectronic books. 615 0$aEducation, Elementary$xCurricula 615 0$aLanguage arts (Elementary)$xCurricula 615 0$aScience$xStudy and teaching (Elementary)$xCurricula. 615 0$aMathematics$xStudy and teaching (Elementary)$xCurricula. 615 0$aEducation, Elementary$xCurricula. 676 $a372.190941 676 $a372.941 701 $aMurphy$b Patricia$f1931-$0919334 712 02$aOpen University. 801 0$bMiAaPQ 906 $aBOOK 912 $a9910348220903321 996 $aSubject learning in the primary curriculum$92061870 997 $aUNINA