LEADER 04127oam 2200697I 450 001 9910451614503321 005 20200520144314.0 010 $a1-280-67608-6 010 $a9786613653017 010 $a1-136-71002-7 010 $a0-203-81484-3 024 7 $a10.4324/9780203814840 035 $a(CKB)2550000000101662 035 $a(EBL)958292 035 $a(OCoLC)798532173 035 $a(SSID)ssj0000679356 035 $a(PQKBManifestationID)11482616 035 $a(PQKBTitleCode)TC0000679356 035 $a(PQKBWorkID)10609901 035 $a(PQKB)11660104 035 $a(MiAaPQ)EBC958292 035 $a(Au-PeEL)EBL958292 035 $a(CaPaEBR)ebr10563618 035 $a(CaONFJC)MIL365301 035 $a(OCoLC)810086025 035 $a(EXLCZ)992550000000101662 100 $a20180706e20121978 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTheory and practice of curriculum studies /$fDenis Lawton. [et al.] 210 1$aAbingdon, Oxon ;$aNew York :$cRoutledge,$d2012. 215 $a1 online resource (321 p.) 225 1 $aRoutledge library editions. Education ;$vv. 23 300 $aOriginally published: London : Routledge & Kegan Paul, 1978. 311 $a0-415-75335-X 311 $a0-415-66992-8 320 $aIncludes bibliographical references and index. 327 $aTHEORY AND PRACTICE OF CURRICULUM STUDIES; Copyright; Theory and Practice of Curriculum Studies; Original Copyright; Contents; Preface; Acknowledgments; Introduction: Why Curriculum Studies?; Part One Approaches Through the Disciplines; Chapter 1 The Nature of Educational Theory; Chapter 2 Philosophical Issues; Chapter 3 Psychological Issues; Chapter 4 Sociological Issues; Chapter 5 Language and Curriculum; Chapter 6 A Multidisciplinary Approach to Curriculum; Part Two Psychological Issues; Chapter 7 Learning Theories; Chapter 8 Theories of Motivation 327 $aChapter 9 Theories of Cognitive and Moral DevelopmentChapter 10 Two Theories of Instruction: Bruner and Gagne?; Chapter 11 Creativity and Intelligence; Part Three Philosophical and Social Issues; Chapter 12 Tradition and Change in the Curriculum; Chapter 13 Problems of Justification; Chapter 14 Curriculum Content: Principles of Selection; Chapter 15 Curriculum Content: Sociology of Knowledge; Part Four Evaluation and Assessment; Chapter 16 Curriculum Objectives; Chapter 17 Curriculum Evaluation: with Reference to Some Projects; Chapter 18 Curriculum Evaluation: New Approaches 327 $aChapter 19 Methods of AssessmentAppendix: Historical Background to Examinations; Part Five The Teacher, Accountability and Control; Chapter 20 Role of the Teacher; Chapter 21 Changing Role of the Teacher; Chapter 22 Teacher as Researcher; Chapter 23 Control of the Curriculum; Chapter 24 Accountability; Chapter 25 Authority and Participation; Conclusion: Why Change the Curriculum?; Bibliography; Index 330 $aThis book deals with curriculum issues and problems, and one of its aims is to help practising teachers to clarify their own theory and practice in relation to the curriculum. The contributors look at three popular theories or sets of assumptions held by teachers: the child-centred view of education; the subject-centred or knowledge-centred view; and the society-centred view. Each of these views is incomplete on its own, but each has something to contribute in planning a curriculum as a whole, and the authors emphasize that a comprehensive theory of curriculum planning would take into accou 410 0$aRoutledge library editions.$pEducation ;$vv. 23. 606 $aCurriculum planning 606 $aEducation 608 $aElectronic books. 615 0$aCurriculum planning. 615 0$aEducation. 676 $a375.0001 676 $a375.001 676 $a375/.0001 700 $aLawton$b Denis.$048512 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910451614503321 996 $aTheory and practice of curriculum studies$92023574 997 $aUNINA