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Published by Taylor & Francis Ltd, 2020
ISBN 10: 1138321524 ISBN 13: 9781138321526
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Published by Taylor & Francis Ltd, 2020
ISBN 10: 1138321524 ISBN 13: 9781138321526
Seller: Buchpark, Trebbin, Germany
Condition: Hervorragend. Zustand: Hervorragend | Sprache: Englisch | Produktart: Bücher | Originally published in 1980. School-based curriculum development was the dominant form of curriculum development in Britain. Though there were national projects, it was thought that the initiative for change must come from within the schools. Curriculum development arose directly from the needs and enthusiasms of the schools, their pupils and their teachers. Some large schools had undertaken their own programmes while others joined forces, sharing common needs and enjoying common achievements or based effective in-school initiatives on national projects. Given how much things have changed since, this book is enlightening.Case studies: Codsall, Staffordshire; Manor Park, Newcastle; Abraham Moss Centre, Manchester; and Hele's School, Exeter. There are also studies of the Independent Learning in Science Project and in the Nuffield Integrated Science Project.
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Published by Taylor & Francis Ltd, 2018
ISBN 10: 1138318388 ISBN 13: 9781138318380
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Published by Taylor & Francis Ltd, 2018
ISBN 10: 1138318388 ISBN 13: 9781138318380
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Published by Taylor & Francis Ltd, 2018
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Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Originally published in 1980. School-based curriculum development was the dominant form of curriculum development in Britain. Though there were national projects, it was thought that the initiative for change must come from within the schools. Curriculum.
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Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Originally published in 1980. School-based curriculum development was the dominant form of curriculum development in Britain. Though there were national projects, it was thought that the initiative for change must come from within the schools. Curriculum development arose directly from the needs and enthusiasms of the schools, their pupils and their teachers. Some large schools had undertaken their own programmes while others joined forces, sharing common needs and enjoying common achievements or based effective in-school initiatives on national projects. Given how much things have changed since, this book is enlightening.Case studies: Codsall, Staffordshire; Manor Park, Newcastle; Abraham Moss Centre, Manchester; and Hele's School, Exeter. There are also studies of the Independent Learning in Science Project and in the Nuffield Integrated Science Project.
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