Curriculum Innovation and Local Need†

Anderson, Digby C.

doi:10.1080/0022027790110203

Cited by 4 publications

(1 citation statement)

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“…They are not -as curriculum innovators are quick to reassure teachers -orders, immutable instructions or laws or recipes for lessons. They should be seen as guidelines, advice, resources~or materials to be selected from and adjusted by the teacher in practice (Anderson, 1978b). The principal two ways in which such agenda are seen as not being exhaustive descriptions of "ensuing" lessons are : first, that they are partial, they need to be completed; second, that they are not mandatory but are systems of options, the items and the relationships of which may be changed.…”

Section: Introductionmentioning

confidence: 99%

The formal basis for a contextually sensitive classroom agenda

Anderson

1979

Instr Sci

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This paper [1 ] collects syllabuses, teacher intentions, curricula and lesson plans under a general term "agenda." First it explores the ways in which agenda do and do not relate to those classroom settings for which they claim to be agenda. It is suggested that curriculum innovators legislate for the classroom on the basis of idealized schemes and systems, and that such a basis contributes to the troubles schemes encounter during implementation in the classroom. Classrooms have systems of their own -systems of interaction -and if schemes for them do not have an empirical basis in those classroom systems, the systems will distort those schemes. The main part of the paper is given over to describing some gross features of the classroom system particularly: its a-topical, formal, collaborative, unfolding, orderly, busy, instantaneous, judgemental, identity related and questioning characteristics. The last section argues for and gives examples of educational issues such as evaluation, indoctrination, and teacher competence being discussed in terms of the classroom system in which they occur.

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Section: Introductionmentioning

confidence: 99%