Subject learning in the primary curriculum : issues in English, science, and mathematics / / edited by Patricia Murphy ... [et al.].
The emphasis on subject knowledge in primary curricula is a world-wide phenomenon and has become increasingly the focus of attention in England, with the introduction of the National Curriculum and the appointment of subject co-ordinators in schools. Yet what exactly constitutes a subject and its pr...
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Bourne, Jill edt Subject learning in the primary curriculum [electronic resource] : issues in English, science, and mathematics / edited by Patricia Murphy ... [et al.]. London ; New York : Routledge ; Milton Keynes [England] : In association with the Open University, 1995. 1 online resource (331 p.) text txt computer c online resource cr Book Cover; Half-Title; Title; Copyright; Contents; Introduction; Part I Curriculum influences; Chapter 1 Introduction; Chapter 2 The aims of primary education in member states of the Council of Europe; CHILDREN AS INDIVIDUALS; The range of the educational programme; The balance between first-hand and second-hand sources; Literacy and numeracy; Social development; The place of foreign languages; Physical development; A child should achieve as much as he or she can; Taking children as far as they can now go; Individual differences; The balance between personal need and community membership THE REQUIREMENTS AND CONSTRAINTS OF SOCIETYSOME REFLECTIONS; NOTE; REFERENCES; Chapter 3 Knowledge for the masses; BACKGROUND; HYPOTHESES; DATA; DATA FRAME AND COVERAGE; RESULTS; SUMMARY AND DISCUSSION; NOTES; REFERENCES; Chapter 4 Education, Majorism and 'the curriculum of the dead'; RESTORATIONISM AND POLICY INFLUENCE IN THE UK; The curriculum; Music; Geography; History; Assessment; Pedagogy; COMMON SENSE AND VICTORIANISM; REFERENCES; GLOSSARY; Actors; Agencies; Chapter 5 The problem of good primary practice; THE QUEST: PRACTITIONER VIEWS; THE QUEST: THE APPEAL TO AUTHORITY THE INVISIBLE CRITERION PROBLEMTHE NOTION OF GOOD PRACTICE: WHAT DO WE MEAN BY 'GOOD'?; THE NOTION OF 'GOOD PRACTICE': WHAT DO WE MEAN BY 'PRACTICE'?; A FRAMEWORK FOR CONCEPTUALIZING PRACTICE; WHERE IS GOOD PRACTICE TO BE FOUND?; GOOD PRACTICE: THE PRIMACY OF VALUES AND EVIDENCE; NOTE; REFERENCES; Part II English: literacy practices in the primary classroom; Chapter 6 Introduction; REFERENCES; Chapter 7 The schooling of literacy; LITERACY WITHOUT SCHOOLING; LITERACY IN THE COMMUNITY AND IN THE SCHOOL; PROCESSES OF PEDAGOGIZATION; OBJECTIFYING LANGUAGE; SPACE LABELLING; PROCEDURES HOMOGENIZATION OR VARIATION?CONCLUSION; REFERENCES; Chapter 8 What counts as reading in this class? Children's views; SHARED READING: MODELLING OR MYSTIFICATION?; CHILDREN'S EXPECTATIONS AND INTERPRETATIONS; REFERENCES; Chapter 9 Disciplining English: the construction of a national subject; KINGMAN AND THE QUESTION OF GRAMMAR; KINGMAN AND THE QUESTION OF ENGLISH; CITIZENSHIP AND NATIONHOOD (1): ENGLISH AND MINORITY LANGUAGES; CITIZENSHIP AND NATIONHOOD (2): STANDARD ENGLISH; KINGMAN, ENGLISH AND EDUCATION; THE COMMON CULTURE; REFERENCES Chapter 10 Young children's writing: from spoken to written genreGENRE DEFINED; A WRITING NEGOTIATION GENRE; THE RELATIONSHIP OF THE WRITTEN GENRES TO THE CURRICULUM GENRE; REFERENCES; Chapter 11 Planning for writing across the curriculum; PLANNING THE CONTEXT; THE FIELD; THE MODE; THE TENOR; PUTTING IT INTO PRACTICE; LANGUAGE ACCOMPANYING ACTION; RECOUNT; CLASSIFICATION ACTIVITY; EXPERIMENTING; Hammering test; TEXT TALK; THE BIG BOOK; Part III Science: views of the domain and learning; Chapter 12 Introduction; Chapter 13 Constructivism and quality in science education; EXPLAINING THE TITLE THE EMERGENCE OF PERSONAL CONSTRUCTIVISM The emphasis on subject knowledge in primary curricula is a world-wide phenomenon and has become increasingly the focus of attention in England, with the introduction of the National Curriculum and the appointment of subject co-ordinators in schools. Yet what exactly constitutes a subject and its practice remains controversial. The book is organised into five parts. Part one examines the general aims of primary education, in order to give a background for a more detailed exploration of UK curriculum development. Parts two, three and four examine the core subjects of English, science and ma English "Supports students studying the course E832 ... a module of the Open University's taught MA in Education." "E832 reader." Includes bibliographical references (p. [320]-321) and indexes. Education, Elementary Curricula Great Britain. Language arts (Elementary) Curricula Great Britain. Science Study and teaching (Elementary) Great Britain Curricula. Mathematics Study and teaching (Elementary) Great Britain Curricula. Education, Elementary Curricula. education cognitive apprenticeship national science procedural understanding cross-age studies good Open University. 1-138-41630-4 0-415-12537-5 Murphy, Patricia, 1931- |
language |
English |
format |
Electronic eBook |
author2 |
Murphy, Patricia, 1931- Open University. |
author_facet |
Murphy, Patricia, 1931- Open University. Open University. |
author2_variant |
j b jb p m pm |
author2_role |
TeilnehmendeR TeilnehmendeR |
author_corporate |
Open University. |
author_sort |
Murphy, Patricia, 1931- |
title |
Subject learning in the primary curriculum issues in English, science, and mathematics / |
spellingShingle |
Subject learning in the primary curriculum issues in English, science, and mathematics / Book Cover; Half-Title; Title; Copyright; Contents; Introduction; Part I Curriculum influences; Chapter 1 Introduction; Chapter 2 The aims of primary education in member states of the Council of Europe; CHILDREN AS INDIVIDUALS; The range of the educational programme; The balance between first-hand and second-hand sources; Literacy and numeracy; Social development; The place of foreign languages; Physical development; A child should achieve as much as he or she can; Taking children as far as they can now go; Individual differences; The balance between personal need and community membership THE REQUIREMENTS AND CONSTRAINTS OF SOCIETYSOME REFLECTIONS; NOTE; REFERENCES; Chapter 3 Knowledge for the masses; BACKGROUND; HYPOTHESES; DATA; DATA FRAME AND COVERAGE; RESULTS; SUMMARY AND DISCUSSION; NOTES; REFERENCES; Chapter 4 Education, Majorism and 'the curriculum of the dead'; RESTORATIONISM AND POLICY INFLUENCE IN THE UK; The curriculum; Music; Geography; History; Assessment; Pedagogy; COMMON SENSE AND VICTORIANISM; REFERENCES; GLOSSARY; Actors; Agencies; Chapter 5 The problem of good primary practice; THE QUEST: PRACTITIONER VIEWS; THE QUEST: THE APPEAL TO AUTHORITY THE INVISIBLE CRITERION PROBLEMTHE NOTION OF GOOD PRACTICE: WHAT DO WE MEAN BY 'GOOD'?; THE NOTION OF 'GOOD PRACTICE': WHAT DO WE MEAN BY 'PRACTICE'?; A FRAMEWORK FOR CONCEPTUALIZING PRACTICE; WHERE IS GOOD PRACTICE TO BE FOUND?; GOOD PRACTICE: THE PRIMACY OF VALUES AND EVIDENCE; NOTE; REFERENCES; Part II English: literacy practices in the primary classroom; Chapter 6 Introduction; REFERENCES; Chapter 7 The schooling of literacy; LITERACY WITHOUT SCHOOLING; LITERACY IN THE COMMUNITY AND IN THE SCHOOL; PROCESSES OF PEDAGOGIZATION; OBJECTIFYING LANGUAGE; SPACE LABELLING; PROCEDURES HOMOGENIZATION OR VARIATION?CONCLUSION; REFERENCES; Chapter 8 What counts as reading in this class? Children's views; SHARED READING: MODELLING OR MYSTIFICATION?; CHILDREN'S EXPECTATIONS AND INTERPRETATIONS; REFERENCES; Chapter 9 Disciplining English: the construction of a national subject; KINGMAN AND THE QUESTION OF GRAMMAR; KINGMAN AND THE QUESTION OF ENGLISH; CITIZENSHIP AND NATIONHOOD (1): ENGLISH AND MINORITY LANGUAGES; CITIZENSHIP AND NATIONHOOD (2): STANDARD ENGLISH; KINGMAN, ENGLISH AND EDUCATION; THE COMMON CULTURE; REFERENCES Chapter 10 Young children's writing: from spoken to written genreGENRE DEFINED; A WRITING NEGOTIATION GENRE; THE RELATIONSHIP OF THE WRITTEN GENRES TO THE CURRICULUM GENRE; REFERENCES; Chapter 11 Planning for writing across the curriculum; PLANNING THE CONTEXT; THE FIELD; THE MODE; THE TENOR; PUTTING IT INTO PRACTICE; LANGUAGE ACCOMPANYING ACTION; RECOUNT; CLASSIFICATION ACTIVITY; EXPERIMENTING; Hammering test; TEXT TALK; THE BIG BOOK; Part III Science: views of the domain and learning; Chapter 12 Introduction; Chapter 13 Constructivism and quality in science education; EXPLAINING THE TITLE THE EMERGENCE OF PERSONAL CONSTRUCTIVISM |
title_sub |
issues in English, science, and mathematics / |
title_full |
Subject learning in the primary curriculum [electronic resource] : issues in English, science, and mathematics / edited by Patricia Murphy ... [et al.]. |
title_fullStr |
Subject learning in the primary curriculum [electronic resource] : issues in English, science, and mathematics / edited by Patricia Murphy ... [et al.]. |
title_full_unstemmed |
Subject learning in the primary curriculum [electronic resource] : issues in English, science, and mathematics / edited by Patricia Murphy ... [et al.]. |
title_auth |
Subject learning in the primary curriculum issues in English, science, and mathematics / |
title_new |
Subject learning in the primary curriculum |
title_sort |
subject learning in the primary curriculum issues in english, science, and mathematics / |
publisher |
Routledge ; In association with the Open University, |
publishDate |
1995 |
physical |
1 online resource (331 p.) |
contents |
Book Cover; Half-Title; Title; Copyright; Contents; Introduction; Part I Curriculum influences; Chapter 1 Introduction; Chapter 2 The aims of primary education in member states of the Council of Europe; CHILDREN AS INDIVIDUALS; The range of the educational programme; The balance between first-hand and second-hand sources; Literacy and numeracy; Social development; The place of foreign languages; Physical development; A child should achieve as much as he or she can; Taking children as far as they can now go; Individual differences; The balance between personal need and community membership THE REQUIREMENTS AND CONSTRAINTS OF SOCIETYSOME REFLECTIONS; NOTE; REFERENCES; Chapter 3 Knowledge for the masses; BACKGROUND; HYPOTHESES; DATA; DATA FRAME AND COVERAGE; RESULTS; SUMMARY AND DISCUSSION; NOTES; REFERENCES; Chapter 4 Education, Majorism and 'the curriculum of the dead'; RESTORATIONISM AND POLICY INFLUENCE IN THE UK; The curriculum; Music; Geography; History; Assessment; Pedagogy; COMMON SENSE AND VICTORIANISM; REFERENCES; GLOSSARY; Actors; Agencies; Chapter 5 The problem of good primary practice; THE QUEST: PRACTITIONER VIEWS; THE QUEST: THE APPEAL TO AUTHORITY THE INVISIBLE CRITERION PROBLEMTHE NOTION OF GOOD PRACTICE: WHAT DO WE MEAN BY 'GOOD'?; THE NOTION OF 'GOOD PRACTICE': WHAT DO WE MEAN BY 'PRACTICE'?; A FRAMEWORK FOR CONCEPTUALIZING PRACTICE; WHERE IS GOOD PRACTICE TO BE FOUND?; GOOD PRACTICE: THE PRIMACY OF VALUES AND EVIDENCE; NOTE; REFERENCES; Part II English: literacy practices in the primary classroom; Chapter 6 Introduction; REFERENCES; Chapter 7 The schooling of literacy; LITERACY WITHOUT SCHOOLING; LITERACY IN THE COMMUNITY AND IN THE SCHOOL; PROCESSES OF PEDAGOGIZATION; OBJECTIFYING LANGUAGE; SPACE LABELLING; PROCEDURES HOMOGENIZATION OR VARIATION?CONCLUSION; REFERENCES; Chapter 8 What counts as reading in this class? Children's views; SHARED READING: MODELLING OR MYSTIFICATION?; CHILDREN'S EXPECTATIONS AND INTERPRETATIONS; REFERENCES; Chapter 9 Disciplining English: the construction of a national subject; KINGMAN AND THE QUESTION OF GRAMMAR; KINGMAN AND THE QUESTION OF ENGLISH; CITIZENSHIP AND NATIONHOOD (1): ENGLISH AND MINORITY LANGUAGES; CITIZENSHIP AND NATIONHOOD (2): STANDARD ENGLISH; KINGMAN, ENGLISH AND EDUCATION; THE COMMON CULTURE; REFERENCES Chapter 10 Young children's writing: from spoken to written genreGENRE DEFINED; A WRITING NEGOTIATION GENRE; THE RELATIONSHIP OF THE WRITTEN GENRES TO THE CURRICULUM GENRE; REFERENCES; Chapter 11 Planning for writing across the curriculum; PLANNING THE CONTEXT; THE FIELD; THE MODE; THE TENOR; PUTTING IT INTO PRACTICE; LANGUAGE ACCOMPANYING ACTION; RECOUNT; CLASSIFICATION ACTIVITY; EXPERIMENTING; Hammering test; TEXT TALK; THE BIG BOOK; Part III Science: views of the domain and learning; Chapter 12 Introduction; Chapter 13 Constructivism and quality in science education; EXPLAINING THE TITLE THE EMERGENCE OF PERSONAL CONSTRUCTIVISM |
isbn |
1-134-80161-0 1-280-15038-6 9786610150380 0-203-99024-2 1-138-41630-4 0-415-12537-5 |
callnumber-first |
L - Education |
callnumber-subject |
LB - Theory and Practice of Education |
callnumber-label |
LB1564 |
callnumber-sort |
LB 41564 G7 S83 41995 |
geographic_facet |
Great Britain. Great Britain |
illustrated |
Illustrated |
dewey-hundreds |
300 - Social sciences |
dewey-tens |
370 - Education |
dewey-ones |
372 - Elementary education |
dewey-full |
372.190941 372.941 |
dewey-sort |
3372.190941 |
dewey-raw |
372.190941 372.941 |
dewey-search |
372.190941 372.941 |
oclc_num |
437156460 |
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