{"text_format":"2","workbook":"xls","n_sheets":1,"sheets":["report2"],"not_rendered":{"charts":0,"images":0,"macros":0,"external_links":1,"defined_names":2,"comments":0,"pivot_tables":0},"unopened":[],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"run_cost":"one","rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900","formulas":"cached_only"}

{"sheet":"report2","index":0,"n_rows":38,"n_cols":5,"rows_kept":38,"cut":false,"hidden":false,"merged":[[0,2,0,3],[0,4,0,5],[1,2,1,3],[1,4,1,5],[2,2,2,3],[3,2,3,3],[4,2,4,3],[5,2,5,3],[7,2,7,3],[7,4,7,5],[8,2,8,3],[8,4,8,5],[9,2,9,3],[9,4,9,5],[10,2,10,3],[11,2,11,3],[15,2,15,3],[16,2,16,3],[17,2,17,3],[18,2,18,3],[31,2,31,3],[32,2,32,3],[35,2,35,3]],"flags":["formulas_cached_only"]}
[null,"1.","Record Nr.",null,"UNINA990008941720403321"]
[null,null,"Titolo",null,"Clinical physiology and biochemistry"]
[null,null,"Pubbl/distr/stampa",null,"Basel, : S. Karger"]
[null,null,"ISSN",null,"0252-1164"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Periodico"]
[null,"2.","Record Nr.",null,"UNINA9910956587803321"]
[null,null,"Autore",null,"Young Michael F. D"]
[null,null,"Titolo",null,"The Curriculum of the Future : From the 'New Sociology of Education' to a Critical Theory of Learning"]
[null,null,"Pubbl/distr/stampa",null,"Hoboken, : Taylor and Francis, 2002"]
[null,null,"ISBN",null,"1-135-71009-0"]
[{"$nulls":4},"1-135-71010-4"]
[{"$nulls":4},"1-280-33288-3"]
[{"$nulls":4},"0-203-01919-9"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (215 p.)"]
[null,null,"Disciplina",null,"375.006"]
[null,null,"Soggetti",null,"Aims and objectives"]
[{"$nulls":4},"Curriculum change"]
[{"$nulls":4},"Curriculum planning"]
[{"$nulls":4},"Education"]
[{"$nulls":4},"Educational sociology"]
[{"$nulls":4},"Educational sociology - Great Britain"]
[{"$nulls":4},"Great Britain"]
[{"$nulls":4},"Social aspects"]
[{"$nulls":4},"Educational sociology - Aims and objectives - Great Britain"]
[{"$nulls":4},"Education - Curricula - Great Britain"]
[{"$nulls":4},"Education - Great Britain"]
[{"$nulls":4},"Social Sciences"]
[{"$nulls":4},"Education, Special Topics"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,"Nota di contenuto",null,"Book Cover; Title; Contents; Acknowledgments; Introduction; Constructing and Reconstructing a Sociology of the Curriculum; The Curriculum as Socially Organized Knowledge; Curriculum Change: Limits and Possibilities; The Curriculum and the 'New Sociology of Education'; Academic/Vocational Divisions in the Curriculum of the Future; Bridging Academic/Vocational Divisions in the 14  19 Curriculum: A New Perspective on Linking Education and Work; The Economic Basis for the Curriculum for the 21st Century; Modularization as a Strategy for Unifying the Post-compulsory Curriculum"]
[{"$nulls":4},"Integrating Personal and Social Education into the 14  19 CurriculumQualifications for a Learning Society: Building on the Dearing Review; Beyond A-Levels: Towards an Advanced Level Curriculum of the Future; Knowledge, Learning and Curriculum in a Learning Society; Post-compulsory Education in a Learning Society; Towards a New Curriculum for Teacher Education; From the 'New Sociology of Education' to a Critical Theory of Learning; Notes; References; Chronology of Original Papers; Index"]
[null,null,null,"Sommario/riassunto","In this important book the author looks back on the 'knowledge question'. What knowledge gets selected to be validated as school knowledge or as part of the school curriculum, and why is it selected? Looking forward, Young discusses how most developed countries have high levels of participation in post-compulsory education, but still use curricula designed for a time when only the elite pursued further education. He argues the need to rethink post-16 education to shift focus onto vocational education, school-work issues and lifelong learning."]