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E-book What Should Schools Teach? : Disciplines, subjects and the pursuit of truth

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Penilaian

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The ‘knowledge turn’ has been accompanied by the emergence of the school curriculum as a more clearly delineated discursive object. In the past, the curriculum tended to be assumed: a natural aggregate of whatever subjects that schools were teaching. Today, due to develop-ments external and internal to education, the curriculum is argued to be of central importance for schools if they are ‘to define and own their own purposes’ (Young in Young et al., 2014: 45, our emphasis).More recently, the turn to knowledge is reflected in the 2019 concepts, ‘sufficient knowledge and skills for future learning and employment’ (Ofsted, 2019b: 10, our emphasis). In preparation for 2019 inspection framework, Ofsted undertook initial curriculum research in which they found one-third of the schools they visited to be ‘knowledge-led’, half as ‘knowledge-engaged’ and the remainder as ‘skills-led’ (Ofsted, 2019a: 6), although there is little clarity about what these characteriza-tions mean in practice.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

370 CUT w

Penerbit

London : UCL Press., 2021

Deskripsi Fisik

286 hlm

Bahasa

English

ISBN/ISSN

9781787358744

Klasifikasi

370

Tipe Isi

text

Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

Education

Info Detail Spesifik

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Pernyataan Tanggungjawab

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Versi lain/terkait

Lampiran Berkas

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