LEADER 00959nam0-22003371i-450- 001 990001022990403321 010 $a3-540-10708-8 035 $a000102299 035 $aFED01000102299 035 $a(Aleph)000102299FED01 035 $a000102299 100 $a20000920d1981----km-y0itay50------ba 101 0 $aeng 200 1 $aLogic Year 1979-80$eThe University of Connecticut, USA$fEdited by M. Lerman, J.H. Schmerl, and R.I. Soare 210 $aBerlin [etc.]$cSpringer-Verlag$d1981 215 $aVI, 326 p.$d24 cm 225 1 $aLecture Notes in Mathematics$v859 610 0 $aLogica 610 0 $aRicorsività 676 $a160 700 1$aLerman,$bManuel$025425 702 1$aSchmerl,$bJames Henry 702 1$aSoare,$bRobert I. 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990001022990403321 952 $a7-231$b11745$fFI1 959 $aFI1 996 $aLogic Year 1979-80$9339693 997 $aUNINA DB $aING01 LEADER 04378oam 2200985I 450 001 9911136805903321 005 20240404183045.0 010 $a1-134-81042-3 010 $a1-134-81043-1 010 $a1-280-32574-7 010 $a0-203-29310-X 010 $a0-203-20343-7 010 $a9780203203439 024 7 $a10.4324/9780203203439 035 $a(CKB)1000000000249016 035 $a(EBL)169596 035 $a(OCoLC)226376469 035 $a(SSID)ssj0000278434 035 $a(PQKBManifestationID)12097799 035 $a(PQKBTitleCode)TC0000278434 035 $a(PQKBWorkID)10246107 035 $a(PQKB)11359441 035 $a(SSID)ssj0000134077 035 $a(PQKBManifestationID)11148720 035 $a(PQKBTitleCode)TC0000134077 035 $a(PQKBWorkID)10046672 035 $a(PQKB)11516148 035 $a(MiAaPQ)EBC169596 035 $a(FlBoTFG)9780203203439 035 $a(EXLCZ)991000000000249016 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 205 $a1st ed. 210 1$aLondon ;$aNew York :$cRoutledge,$d1997. 215 $a1 online resource (235 p.) 300 $aDescription based upon print version of record. 311 08$a0-415-12023-3 311 08$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$g(Martin), 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9911136805903321 997 $aUNINA