Design

Development
and
Curriculum
Development
Design
and
Curriculum
PRINT
MURRAY
Edition
Second
,1993
Print
©Murray
Copyright
business
informa
Group,
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Taylor
the
of
imprint
isan
Routledge
&Unwin
Allen
by
1988
published
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1993
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&
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by
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York,
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Kobi
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Smith
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Purpel,
Gress
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1974
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time,
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that
say
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strategies
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fair
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research,
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research
action
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decisions?
make
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have
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questions.
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expected
well
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found
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learning,
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such
for
basis
reasons
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emphasis)
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place.
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level,
Australian
decision-making
major
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1980s
early
school-based
own
which
one
individual’s,
roles
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evidence
and
of
in
number
000
10
reached
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approved.
devised
Board
subjects
all
recommendations,
Committee
Carrick
minister.
elected
recently
then
restructured
were
before
:24)
1989
Affairs,
Youth
&
Education
Ministry
Training
Vocational
developments
overshadowed
largely
subsequently
proceeded,
this
while
And
control.
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had
courses
OAS
proliferation
coordinate
rationalise
order
need
immediate
involvement
from
completely
excise
not
was
intention
),
1992
Carmichael,
systems.
educational
attitude
prevailing
reflects
now
which
way
situation
stated
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Excellence
development.
within
support
evidence
there
decades
two
past
over
SBCD,
against
initiatives
other
these
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rise
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SBCD.
form
for
organisations
further
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practices
schools
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recently,
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practice.
schools.
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out
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outside
NSW
is,
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without
Certificate
post-compulsory
numbers
increasing
needs
meet
to
designed
out
1989
in
created
was
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of
Board
NSW
the
When
input
significant
preclude
prescriptive
so
them
adapt
wish
who
teachers
:23)
1989
Affairs,
Youth
&
Education
Ministry
(NSW
courses.
determined
Board
met
otherwise
not
needs
local
particular
are
there
where
circumstances
only
courses
school
separate
develop
need
should
Teachers
expertise.
and
interests
emphasis)
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South
New
particularly
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it,
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line
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multiethnic
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program
to
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reading
school;
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urban
outer
unit
agricultural
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talented
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able
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context.
Australian
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decision-making.
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areas.
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curricula.
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support
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process.
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continuing
question
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schools?
upon
had
SBCD
has
impact
what
concerned,
reality
simple
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).
1982
Harrison,
(Cohen
Project
Action
Curriculum
found
be
may
explanation
detailed
amore
although
schools,
self-evident
is
variety,
developmental
essentially
SBCD,
little
that
point
advantages
outweighed
have
below
listed
problems
over
control
centralised
increasingly
context
the
In
undertaken.
Schooling
for
Goals
National
Agreed
Common
NSW;
in
Equity,
and
Excellence
Affairs,
Youth
&
of
Ministry
NSW
)(see
1989
continue.
will
situation
this
whole
largely
now
Australia,
highly
primary
input.
shift
policy
those
student
experiences
multicultural
include
Examples
then,
effect,
devised
(CDC)
Centre
Development
1977
these,
If
at
was
CDC
far
as least
educators
aware
most
features
meaningful
creativity.
overlapping
administrators,
in
found
position
a
appreciate
it.
developed
those
implement
Those
resources.
school’s
the
use
best
determine
also
who
local
learners
group
met,
groups
specific
needs
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tasks.
learning
identification
sense
greater
gives
involved
easily
be
members
community
Parents
noticed.
performance
accountability
Greater
learners.
impact
powerful
has
planning.
3
reduces
syndrome
Conformity
2
teachers.
administrators
structures
support
1
transfer
where
occur
may
each
step
out
become
quickly
can
Schools
7
resisted.
naturally
which
roles
changes
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6
base.
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process
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emphasis
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perceived
Teachers
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schools.
their
contexts
specific
centralised
consolidate
further
years
some
for
underway
been
It
decision-making.
direction
policy
central
provide
to
attempted
have
Carmichael
and
(1992)
,Mayer
(1991)
Finn
as
schooling,
post-compulsory
area
initiatives
recent
that
therefore,
surprising,
curricula
non-tertiary-bound
rapidly.
increasing
are
students
such
of
numbers
the
when
atime
at
schools
issue
curriculum
fundamental
This
turn
rarely
refining
A
Advantages
Disadvantages
Nevertheless,
change
this
continued
far
SBCD
1990s
thus
effectively,
curriculum
substantially.
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upper
upon
have
impact
what
for
lies
power
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majority.
students
these
those
schools
education,
departments
state
agencies,
assessment
expense
Certificate
Training
Vocational
proposed
TAFE
,DEET,
(1992)
Carmichael
development
Curriculum
future.
immediate
issue
on
debate
lively
interesting
an
portend
decade
years
early
The
debate.
engaged
making,
activity
curriculum-related
form
any
participate
To
processes.
and
concepts
curriculum
of
understanding
processes
address
4
Chapter
principles
familiarity
basic
acquire
imperative
moment
planning.
book.
remainder
fundamental
it
development’
‘curriculum
term
meaning
understand
important
unlike
consensus,
degree
some
gained
definition
literature
Within
evaluated.
implemented
written
become
usually
developed,
be
then
itmay
design,
incorporating
planning
through
conceptualised,
been
ahas
Once
terms.
learners.
changes
desired
produce
intended
evaluating
implementing
constructing,
planning,
process
purposes
our
For
curriculum.
a
construct
curriculum,
conceptualisation
This
curriculum.
entire
effectiveness
the
appraise
finally
that
implementation
monitor
or
implement
it,
from
document
involved
integrally
teachers
where
levels
school
case
offered
opportunities
learning
planned
all
as
defined
is
Curriculum
institutional.
subject
levels—systemic,
three
least
at
there
schooling
in
to
referring
ways
many
are
•There
Summary
development
curriculum
of
concepts
the
elaborate
will
chapters
Subsequent
development.
and
design
curriculum
both
particularly
now
writers
require
they
sound
curricula
determine
should
who
As
decision-
school-level
Planning,
related
closely
means
this
practice
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their
them
take
developers
concerned
1990s
produce
curriculum.
is
the
when
encounter
learners
experiences
institution
educational
(overt)
consists
Schooling
implemented.
together
feature
essential
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hidden
known
latter
acquire.
unplanned
role
important
Teachers
intentions.
specific
general
achieve
seeks
activity
planning
purposeful,
deliberate,
seen
must
learn.
will
students
conditions
what
under
how
when,
what,
questions
answering
by
strategy,
manipulative
considered
be
may
The
curriculum.
overt
such
transferring
examples
recent
many
been
have
there
unknowingly,
acquired
are
learnings
that
SBCD
curricula.
researchers
adapters
implementers,
well
developers
schools
development
it,
aspect
an
development
•Curriculum
population.
needs
perceived
meet
aschool
teachers
more
or
one
a
produce
elements
curriculum
arrangement
the
with
concerned
design
Curriculum
learners.
in
changes
desired
to
intended
opportunities
learning
evaluating
and
implementing
planning,
of
process
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