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100   $a20180331d1997      uy             0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aCurriculum making in post-16 education $ethe social conditions of studentship /$fMartin Bloomer
210  1$aLondon ;$aNew York :$cRoutledge,$d1997.
215   $a1 online resource (235 p.)
300   $aDescription based upon print version of record.
311   $a0-415-12023-3 
311   $a0-415-12022-5 
327   $aBook 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
330   $aIt 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
517 3 $aCurriculum making in post sixteen education
606   $aEducation and state
606   $aEducational change
606   $aPost-compulsory education
606   $aPost-compulsory education - Great Britain - Curric
606   $aStudent participation in curriculum planning
606   $aTeacher participation in curriculum planning
606   $aPost-compulsory education$xCurricula$zGreat Britain
606   $aPost-compulsory education$xSocial aspects$zGreat Britain
606   $aEducational change$zGreat Britain
606   $aTeacher participation in curriculum planning$zGreat Britain
606   $aStudent participation in curriculum planning$zGreat Britain
606   $aEducation and state$zGreat Britain
606   $aEducation, Special Topics$2HILCC
606   $aEducation$2HILCC
606   $aSocial Sciences$2HILCC
615  4$aEducation and state.
615  4$aEducational change.
615  4$aPost-compulsory education.
615  4$aPost-compulsory education - Great Britain - Curric.
615  4$aStudent participation in curriculum planning.
615  4$aTeacher participation in curriculum planning.
615  0$aPost-compulsory education$xCurricula
615  0$aPost-compulsory education$xSocial aspects
615  0$aEducational change
615  0$aTeacher participation in curriculum planning
615  0$aStudent participation in curriculum planning
615  0$aEducation and state
615  7$aEducation, Special Topics
615  7$aEducation
615  7$aSocial Sciences
676   $a373.19
676   $a378.199
700   $aBloomer$b M$g(Martin),$01686599
801  0$bAU-PeEL
801  1$bAU-PeEL
801  2$bAU-PeEL
906   $aBOOK
912   $a9910822370403321
996   $aCurriculum making in post-16 education$94059532
997   $aUNINA