The Politics of Curriculum and Testing
Published on 14. June 1991
Book
Hardback
224 pages
978-1-85000-974-0 (ISBN)
Description
The 1990 yearbook can be viewed as an anthology of papers that addresses aspects of a broad, complex and evolving field of study that seeks to understand such concerns as the development, implementation and assessment of policies that affect what should be taught in schools and to whom, and how instruction should be carried out, and who should decide these matters; the forms and effects of governmental action, ie, the nature of the instruments and symbols governments select or combine to influence individuals and institutions, the manner in which various governmental interventions penetrate practice and operate to promote or impede particular policy objectives; the ways in which policy processes, designs, and effects interact; and the impact of these interactions on broad dimensions of interest, such as the content of schooling, the quality and equity of educational opportunities, and the distribution of power and authority in social systems.
More details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 234 mm
Width: 156 mm
Weight
850 gr
ISBN-13
978-1-85000-974-0 (9781850009740)
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Schweitzer Classification
Content
Introduction: the politics of curriculum and testing, Betty Malen and Susan H.Fuhrman. Part 1 Curriculum policy: reforming the curriculum - will empowerment policies replace control?, Andrew C.Porter et al; state policies and state role in curriculum, Rolf K.Blank; the interplay between state and district guidelines for curriculum reform in elementary schools, Danise Cantlon et al; graduation vs education - reform effect for at-risk youth, Janice H.Patterson; revolution in one classroom, David K.Cohen; educational policy in a situation of uncertainty - or, how to put eggs in different baskets, William H.Clune. Part 2 Testing policies and accountability provisions: trends in testing in the United States, Eva L.Barker and Regie Stites; readiness testing in local school districts - an analysis of backdoor policies, Lorna L.Shepard; educational accountability reforms - performance information and political power, James G.Cibulka. Part 3 Systemic approaches to instructional guidance: the policies of the Australian curriculum - the third coming of the national curriculum agency in a neo-pluralist state, R.J.S.MacPherson; "nations at risk" and "national curriculum" - ideology and identity, Ivor Goodson; systemic school reform, Marshall S.Smith and Jennifer O'Day.