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Folly Beach Library
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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McClellanville Library
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Teaching and learning in a competence-based curriculum: the case of four secondary schools in England.
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- Author(s): Byrne, Jenny (AUTHOR); Downey, Christopher (AUTHOR); Souza, Ana (AUTHOR)
- Source:
Curriculum Journal. Sep2013, Vol. 24 Issue 3, p351-368. 18p. - Source:
- Additional Information
- Subject Terms:
- Subject Terms:
- Abstract: This article focuses on four case study schools that have adopted innovative competence-based curriculum (CBC) projects in Year 7 for a variety of educational and social reasons. The article discusses the issues and challenges posed by the CBC for teachers in the daily life of the classroom. Philosophical ideas about the purpose of education vary because they are driven by ideological positions. Consequently the nature and structure of the curriculum influenced by the stance adopted inevitably affects approaches to teaching and learning. It is contended that changes to the curricula in the case study schools have revealed tensions between traditional approaches to teaching and learning with 'strong' classification and framing and the new, more progressive approaches with 'weak' classification and framing. These tensions impact on teachers' identities and this can make effective classroom practice problematic. The article concludes that managing the tensions between traditional and more progressive pedagogies is worthwhile as this will enable students to become more fully inte-grated, and successful participatory members of twenty-first-century society rather than simply reproducing the socio-economic status quo, or the requirements of current dominant educational discourse in England. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Curriculum Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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