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Evaluation : methods for studying programs and policies /
Published 1998Table of Contents: “…Includes references to further sources on measurement, existing longitudinal data sets, statistics, and qualitative analysis.For professionals in psychology, sociology, public health, public policy/affairs, education, and criminal justice.…”
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Models of teaching /
Published 2015Table of Contents: “…ONE MODELS OF TEACHING: A WORKING PROFESSIONAL REPERTOIRE ch. One Where Models of Teaching Come From Constructing Knowledge and Skill to Help Our Students Construct Knowledge and Skill ch. …”
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The curriculum : theory and practice /
Published 2009Table of Contents: “…160 (3) Developed approaches to curriculum evaluation 163 (7) The politicization of curriculum evaluation 170 (4) Evaluation and pupil assessment 172 (1) Evaluation as curriculum control 173 (1) Teacher appraisal and accountability 174 (6) Models of accountability 175 (3) Current policies and practices 178 (2) Implications for educational research 180 (5) Limitations on research 181 (1) The `school effectiveness movement' 182 (3) Summary 185 (2) The Politicization of the School Curriculum 187 (26) Direct and indirect political influences 188 (2) Competing ideologies 190 (1) The early historical context 190 (1) The `Golden Age' 191 (1) Contradictory developments 192 (4) The challenge to teacher autonomy 193 (1) The initial ambivalence of officialdom 194 (2) The shift to direct intervention and control 196 (17) The end of the `Golden Age' 196 (2) Major landmarks in the move towards central control 198 (11) Events since 1988 209 (4) What the Average Politician Understands about Education 213 (1) The Flaws Endemic to Central Planning by Politicians 214 (27) Falling standards 215 (3) The category error of adopting a commercial planning model 218 (10) Competition rather than co-operation 219 (3) An increased emphasis on management 222 (1) Privatization 223 (2) Planning by targets 225 (3) Knee-jerk, short-term planning 228 (6) Equality and sameness 229 (1) The assimilation of knowledge 230 (1) Underachievment and self-image 231 (1) Testing and measurement 231 (1) Faith schools 232 (1) Professional collaboration 232 (2) The effects of centralized control on the development of curriculum theory and practice 234 (2) The refusal to learn from developments in curriculum theory 234 (1) The de-intellectualization of the curriculum debate 235 (1) The premises of direct intervention and control 236 (5) That the purpose of the schooling system is only to support the economy 236 (1) That the education system is deficient 237 (1) That teachers should be merely operators 237 (1) That educational planning is a scientific activity 238 (1) Conclusions 239 (2) A Democratic and Educational Curriculum 241 (35) The pressures for a national curriculum 242 (2) Before the National Curriculum 243 (1) The case for a common core to the curriculum 244 (3) The argument from the nature of knowledge 244 (1) The argument from the principle of equality 245 (2) Some problems and difficulties 247 (2) The nature of knowledge and values 247 (1) The politics of knowledge 248 (1) A `balanced' curriculum 249 (3) A metaphor 249 (1) Planning the curriculum as a totality 250 (1) Balancing other factors 250 (1) Balance as an individual matter 251 (1) Common processes and principles 252 (3) Learning through subjects 252 (1) The need for guidelines and broad procedural principles 252 (1) Areas of experience 253 (1) Curriculum as process and education as development 254 (1) The political case for the National Curriculum 255 (4) The lack of a theoretical frame 255 (1) The underlying instrumentalism 256 (1) Its intrinsic elitism 257 (2) The National Curriculum and curriculum research and development 259 (5) Developmental psychology 259 (1) A developmentally appropriate curriculum 259 (1) Curriculum dissemination 260 (1) Assessment and evaluation 261 (1) Two underlying messages 262 (2) Implications for curriculum theory and research 264 (3) The importance of the freedom to experiment 264 (1) Maintaining the understandings and insights 265 (1) The loss of opportunities for empirical research 266 (1) Democratic imperatives 267 (3) Democracy as a moral system 267 (1) Anti-democratic ideologies 268 (1) Loss of freedom 269 (1) The key features of a democratic and educational national curriculum 270 (6) A curriculum for equality 270 (1) The role of the professional educator 271 (1) Key features 272 (1) Fundamental principles 273 (3) A chronology of curriculum development and change 276 (4) Bibliography 280 (17) Government reports and other official publications referred to in the text 297 (3) Author index 300 (5) Subject index 305…”
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