Titlebook: New Perspectives on Curriculum, Learning and Assessment; David Scott Book 2016 Springer International Publishing Switzerland 2016 Critical

轻弹

Learning Environments and Transitions,with other learning environments. Indeed, within the life trajectory of an individual learner, there is experience of, and movement between, different learning environments. The characteristics of these transitions include: their structure/agency relations; their compliance capacity in relation to f

Audiometry

Accountability,een summative and formative assessment. If these two functions are combined, then the curriculum is liable to be distorted. One form that these summative evaluative or assessment processes take is quality assurance mechanisms.

forebear

nugatory

David Scottuely describing the evolution of the system would require introduction of a complicated phase space not to mention the difficulties of giving the distribution of such a process on this phase space.978-1-4612-9868-7978-1-4612-9866-3Series ISSN 0172-4568 Series E-ISSN 2197-439X

后来

厌恶

2570-0251 that is both backward-looking and, in its own terms, confused and muddled. This book then sets out an alternative model, which is more cogent and better focused on human wellbeing..978-3-319-34705-9978-3-319-22831-0Series ISSN 2570-0251 Series E-ISSN 2570-026X

overture

Introduction: Curriculum, Learning and Assessment, reached an agreement about the nature of the school curriculum, learning approaches and assessment practices. This consensus now operates at all levels of the education system, and can be expressed in terms of a number of propositions: traditional knowledge forms and strong insulations between them

BRUNT

在前面

Theories of Learning,obative force and values given to those relations and entities that constitute learning. Four examples of learning theory are examined here: behaviourist, phenomenological, constructivist and materialist. In addition, two important elements of a learning theory, representation and emergence, are inv

希望