LEADER 03497oam  2200733I  450 
001 9910815107803321
005 20240516194125.0
010   $a1-136-73388-4
010   $a1-136-73389-2
010   $a0-203-81811-3
024 7 $a10.4324/9780203818114 
035   $a(CKB)2550000000098233
035   $a(EBL)957607
035   $a(OCoLC)798533359
035   $a(SSID)ssj0000622734
035   $a(PQKBManifestationID)11389581
035   $a(PQKBTitleCode)TC0000622734
035   $a(PQKBWorkID)10643080
035   $a(PQKB)11673440
035   $a(MiAaPQ)EBC957607
035   $a(Au-PeEL)EBL957607
035   $a(CaPaEBR)ebr10545501
035   $a(CaONFJC)MIL760789
035   $a(OCoLC)787851167
035   $a(OCoLC)701015584
035   $a(FINmELB)ELB139356
035   $a(EXLCZ)992550000000098233
100   $a20180706d2012      uy         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 00$aCurriculum, pedagogy and educational research $ethe work of Lawrence Stenhouse /$fedited by John Elliot and Nigel Norris
205   $a1st ed.
210  1$aMilton Park, Abingdon, Oxon ;$aNew York :$cRoutledge,$d2012.
215   $a1 online resource (171 p.)
300   $aDescription based upon print version of record.
311   $a0-415-66456-X 
320   $aIncludes bibliographical references and index.
327   $aFront Cover; Curriculum, Pedagogy and Educational Research; Copyright Page; Contents; Notes on contributors; Introduction: John Elliott and Nigel Norris; 1. Lawrence Alexander Stenhouse: an educational life: Nigel Norris; 2. Culture: a neglected concept: Richard Pring; 3. An alternative to the objectives model: the process model for the design and development of curriculum: Mary James; 4. Teaching controversial issues, the idea of the 'teacher as researcher' and contemporary significance for citizenship education: John Elliott
327   $a5. Case study and the contemporary history of education: Ivor Goodson6. Research as a basis for teaching: Lawrence Stenhouse; 7. The Stenhouse legacy: John Elliott and Nigel Norris; Lawrence Stenhouse: selected bibliography; Index
330   $a  Lawrence Stenhouse was one of the most distinguished, original and influential educationalists of his generation. His theories about curriculum, curriculum development, pedagogy, teacher research, and research as a basis for teaching remain compelling and fresh and continue to be a counterpoint to instrumental and technocratic thinking in education. In this book, renowned educationalists describe Stenhouse's contribution to education, explore the contemporary relevance of his thinking and bring his work and legacy to the attention of a wide range of students, teachers, teacher educators a
606   $aEducation$zGreat Britain$xPhilosophy
607   $aGreat Britain$2fast
610   $apedagogisk
610   $afilosofi
610   $astorbritannia
610   $autdanningsforsking
610   $alæreplanforsking
610   $aforskningsbasert
610   $aundervisning
610   $aundervisningsfilosofi
615  0$aEducation$xPhilosophy.
676   $a370.1
701   $aElliot$b John$f1938-$01650417
701   $aNorris$b Nigel$01650418
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910815107803321
996   $aCurriculum, pedagogy and educational research$93999788
997   $aUNINA