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[null,"1.","Record Nr.",null,"UNINA9910254972503321"]
[null,null,"Autore",null,"Scott David"]
[null,null,"Titolo",null,"New Perspectives on Curriculum, Learning and Assessment / / by David Scott"]
[null,null,"Pubbl/distr/stampa",null,"Cham : , : Springer International Publishing : , : Imprint : Springer, , 2016"]
[null,null,"ISBN",null,"9783319228310"]
[{"$nulls":4},"3319228315"]
[null,null,"Edizione",null,"[1st ed. 2016.]"]
[null,null,"Descrizione fisica",null,"1 online resource (217 p.)"]
[null,null,"Collana",null,"Evaluating Education: Normative Systems and Institutional Practices, , 2570-026X"]
[null,null,"Disciplina",null,"370"]
[null,null,"Soggetti",null,"Education - Curricula"]
[{"$nulls":4},"Learning, Psychology of"]
[{"$nulls":4},"Educational tests and measurements"]
[{"$nulls":4},"Curriculum Studies"]
[{"$nulls":4},"Instructional Psychology"]
[{"$nulls":4},"Assessment and Testing"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and indexes."]
[null,null,"Nota di contenuto",null,"Preface -- Acknowledgements -- 1. Introduction: Curriculum, Learning and Assessment -- 2. Curriculum Frameworks -- 3. Theories of Learning -- 4. Knowledge and the Curriculum -- 5. Learning Environments and Transitions -- 6. Accountability -- 7. Globalisation Mechanisms  -- 8. International Comparisons -- 9. A New Model of Curriculum -- Notes -- References.- Author Index -- Subject Index."]
[null,null,null,"Sommario/riassunto","This book offers a detailed analysis and assessment of the state of education round the world. The argument is made that education and curriculum practices are deficient for two reasons. The first is the adoption by governments, policy-makers and practitioners of a set of knowledge practices that can be broadly characterised as empiricist and technicist, and which has come to dominate how curricula are constructed and certainly how education systems and their work can be described. The second is the adoption of a model of curriculum that is both backward-looking and, in its own terms, confused and muddled. This book then sets out an alternative model, which is more cogent and better focused on human wellbeing."]