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008 130526s2003 ne | s |||| 0|eng d
020 |a9789401712057|9978-94-017-1205-7
024 7 |a10.1007/978-94-017-1205-7|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB2806.15
072 7|aJNKC|2bicssc
072 7|aEDU007000|2bisacsh
072 7|aJNDG|2thema
082 04|a375|223
090 |aDK/14292
245 10|aCurriculum Landscapes and Trends|h[electronic resource] /|cedited by Jan van den Akker, Wilmad Kuiper, Uwe Hameyer.
250 |a1st ed. 2003.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2003.
300 |aVIII, 258 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
505 0 |a1. Curriculum Perspectives: An Introduction -- 2. Contrasting Traditions: The English Experience of Curriculum Change 1960–2000 -- 3. Images of the Inquiry Curriculum: Innovative Profiles of Primary Schools in Germany -- 4. Curriculum Reform in Israel: The Power of Individuals and Other Forces -- 5. Dutch Secondary Curriculum Reform Between Ideals and Implementation -- 6. Mathematics Textbooks and Their Use by Teachers: A Window Into the Education World of Particular Countries -- 7. Implications of the Modular Curriculum in the Senior Secondary School in Finland -- 8. Efforts to Implement an Open Environmental Education Curriculum -- 9. Substantive Trends in Curriculum Design and Implementation: An Analysis of Innovations in the Netherlands -- 10. Social and Political Factors in the Process of Curriculum Change -- 11. Curriculum Development from a technical-Professional Perspective -- 12. ICT Tools for Curriculum Development -- 13. Consequences of ICT for Aims, Contents, Processes, and Environments of Learning -- 14. Digital Learning Materials: Classification and Implications for the Curriculum -- About the Authors.
520 |aCurriculum problems are everywhere: alert observers with a practiced eye and educated mind will find it almost impossible to read a newspaper without discovering curricular issues. The media often report about educational reforms or even about curriculum wars with opposing parties fiercely debating the aims, content and organization of learning. Few people analyze these trends and discussions from a curricular conceptual framework. In addition, people sometimes think that their curriculum approaches and problems are unique and context-specific. However, international experience shows us that we can learn a lot from curriculum issues elsewhere. This book aims to sharpen the eyes and minds of a broader audience in identifying, understanding, addressing and reflecting upon curriculum problems. It also aims to contribute to the increased exchange, discussion and reflection on all the current curriculum problems that form such a crucial part of learning worldwide.
650 0|aEducation|xCurricula.
650 0|aEducation.
650 14|aCurriculum Studies.
650 24|aEducation.
700 1 |aAkker, Jan van den.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aKuiper, Wilmad.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aHameyer, Uwe.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402017971
776 08|iPrinted edition:|z9789048165117
776 08|iPrinted edition:|z9789401712064
856 40|uhttps://doi.org/10.1007/978-94-017-1205-7
912 |aZDB-2-SHU
912 |aZDB-2-SXED
912 |aZDB-2-BAE
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)