Could do better: using international comparisons to refine the National Curriculum in England

Oates, Tim

doi:10.1080/09585176.2011.578908

Cited by 82 publications

(67 citation statements)

References 34 publications

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“…In Position 2 the concepts of content, control, and coherence take centre stage, as ECE is being framed by the policy technologies (as described by Oates, 2010) within compulsory schooling. These policy technologies also reveal how governments are looking to ECE to solve wider social problems, through universal provision and cost-effective interventions.…”

Section: Position 2: Contemporary Policy Frameworkmentioning

confidence: 99%

“…By these means, policy frameworks such as the Early Years Foundation Stage (DfE, 2012) claim to produce coherence via quantifiable indicators of children's progress and achievements. These policy technologies incorporate the range of governmental practices that operate in compulsory schooling (Oates, 2010), and enable children to be assessed or measured against seemingly 'measurable' goals and outcomes, and against the ultimate goal of school readiness.…”

Section: Position 2: Contemporary Policy Frameworkmentioning

confidence: 99%

“…In ECE, coherence includes alignment with other structural arrangements such as play, pedagogical approaches, assessment practices, materials and resources, and home-preschool-community relationships and partnerships. Control involves a range of governmental practices that operate in compulsory schooling (Oates, 2010), and have transferred into ECE policy frameworks (Dahlberg, Moss, & Pence, 2013). These practices include inspection, evaluation, and accountability arrangements; teacher/practitioner education/training and qualifications at preand in-service levels; effectiveness measures, including teacher assessment and child assessment, standards and quality criteria; institutional governance and funding, and measures of performance and outcomes (Oates, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Curriculum in early childhood education: critical questions about content, coherence, and control

Wood

Hedges

2016

The Curriculum Journal

104

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A continuing struggle over curriculum in early childhood education is evident in contemporary research and debate at national and international levels. This reflects the dominant influence of developmental psychology in international discourses, and in policy frameworks that determine approaches to curriculum, pedagogy and assessment. Focusing on early childhood education, we argue that this struggle generates critical questions about three significant themes within curriculum theory: content, coherence and control. We outline two positions from which these themes can be understood: Developmental and Educational Psychology and contemporary policy frameworks. We argue that within and between these positions curriculum content, coherence, and control are viewed in different and sometimes oppositional ways. Following this analysis, we propose that a focus on 'working theories' as a third position offers possibilities for addressing some of these continuing struggles, by exploring different implications for how content, coherence, and control might be understood. We conclude that asking critical questions of curriculum in early childhood education is a necessary endeavor to develop alternative theoretical frameworks for understanding the ways in which curriculum can be considered alongside pedagogy, assessment, play and learning.

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Section: Position 2: Contemporary Policy Frameworkmentioning

confidence: 99%

Section: Position 2: Contemporary Policy Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Curriculum in early childhood education: critical questions about content, coherence, and control

Wood

Hedges

2016

The Curriculum Journal

104

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“…There are tensions, in both research and policy literatures on curriculum (see, for example, Oates, 2011Oates, , 2015Fordham 2015;White 2004;Young 2011Young , 2013Young et al 2014).…”

Section: Introductionmentioning

confidence: 99%

International instructional systems: social studies

Brant¹,

Chapman²,

Isaacs³

2016

The Curriculum Journal

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This paper reports on research conducted as part of the International Instructional SystemStudy that explored five subject areas across nine jurisdictions in six high-performing countries. The Study's overall aim was to understand what, if anything, there is in common in the curricula and assessment arrangements among the high performing jurisdictions to see if there are aspects of instructional system design that might account, in part, for high performance. This paper focuses on social studies which in most jurisdictions includes elements of history, geography and citizenship and highlights a number of emerging issues.These include the advantages and disadvantages of teaching history and geography separately or within a social studies program; the extent to which key concepts are embedded within the social studies/history/geography curricula; whether the level of demand should be considered in terms of a generic taxonomy or in terms of subject specific models; how progression might be defined and considerations of an appropriate balance between teacher assessment and external assessment.

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“…These issues include claims and counter-claims, debates and questions about matters ranging from national curricula (Oates, 2011;Tani, 2011) and standardised assessment of students' learning (Au, 2009;Richards, Vining, & Weimer, 2010) to parental involvement in school governance (Addi-Raccah & Ronit, 2009;Blackmore & Hutchison, 2010) and government funding of public education (Tandberg, 2010;White & Friendly, 2012) to the empowerment of so-called marginalised communities (Chilisa & Ntseane, 2010;Morton & Montgomery, 2012) and the ethics and politics of education research (Basit, 2012;Sikes & Piper, 2010).…”

Section: Introductionmentioning

confidence: 99%

Interrogating Contemporary Research in Educational Innovation

Redmond¹,

Lock²,

Danaher³

Educational Innovations and Contemporary Technologies

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Current educational research, policy-making and practice need to develop and sustain a rigorous understanding of and a careful attentiveness to multiple approaches to conceptualising and implementing effective educational technology innovation. This is required because it is important to avoid ossifying and standardising more traditional educational approaches and to renew and refresh those traditional approaches. This chapter presents a theoretically informed interrogation of a range of contemporary scholarship related to educational innovations with technology. In particular, the interrogation explores major issues related to establishing innovative practices. In particular, we elaborate the issues of policy, measurement, sustainability and diffusion of educational innovation. The final section of the chapter outlines the structure of the book.

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Could do better: using international comparisons to refine the National Curriculum in England

Cited by 82 publications

References 34 publications

Curriculum in early childhood education: critical questions about content, coherence, and control

Curriculum in early childhood education: critical questions about content, coherence, and control

International instructional systems: social studies

Interrogating Contemporary Research in Educational Innovation

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