By David Scott
This e-book deals an in depth research and overview of the country of schooling around the international. The argument is made that schooling and curriculum practices are poor for 2 purposes. the 1st is the adoption by way of governments, policy-makers and practitioners of a suite of data practices that may be generally characterized as empiricist and technicist, and which has come to dominate how curricula are developed and definitely how schooling platforms and their paintings will be defined. the second one is the adoption of a version of curriculum that's either backward-looking and, in its personal phrases, burdened and muddled. This publication then units out an alternate version, that is extra cogent and higher interested by human wellbeing.
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Additional info for New Perspectives on Curriculum, Learning and Assessment
A second objection is that the type of evidence demanded by the behavioural objectives model cannot provide any guidance as to how the teacher should modify their behaviour so as to produce better results. A behavioural objectives model that is underpinned by a taxonomic analysis of knowledge content does not take account of pedagogical knowledge or the way students learn. With such a speciﬁcation of the teacher-learner relationship, no account is taken of unintended effects. Since the purpose is effectively achieved if the learner can perform the clearly and explicitly stated action, the means to achieve this become irrelevant.
The source of these behaviours is the environment and not the mind of the individual.
However, some outcomes of education can only be reﬂected in behaviours that show up a long time after the teaching event and therefore cannot be expressed immediately. In addition, some outcomes can more easily be expressed in behavioural terms and therefore it is likely that, if the teacher is under pressure to deliver a curriculum expressed in outcome terms, they will prioritise these objectives at the expense of those less amenable to measurement. There is also a temptation to express a particular objective in quantitative measurable terms and thus emphasize its quantitative dimensions at the expense of its qualitative dimensions.
New Perspectives on Curriculum, Learning and Assessment by David Scott