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008 080516s2008 ne b 000 0deng d
011 _aChanged OCLC from 228224809 to 236046653
020 _a9087903855
_qpbk.
020 _a9789087903855
_qpbk.
020 _a9087903863
_qhbk.
020 _a9789087903862
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035 _a(ATU)b11423122
035 _a(OCoLC)236046653
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043 _au-nz---
082 0 4 _a373.190993
_222
100 1 _aBegg, Andrew J. C.
_q(Andrew John Cameron),
_d1940-
_eauthor.
_9336965
245 1 0 _aEmerging curriculum /
_cAndrew J. C. Begg.
264 1 _aRotterdam :
_bSense Publishers,
_c[2008]
264 4 _c©2008
300 _axvii, 230 pages ;
_c24 cm
336 _atext
_btxt
_2rdacontent
337 _aunmediated
_bn
_2rdamedia
338 _avolume
_bnc
_2rdacarrier
500 _aAuthor is Associate Professor at School of Education, AUT University.
504 _aIncludes bibliographical references.
505 0 0 _tIntroduction --
_gPart A.
_tSetting the scene: --
_g1.
_tNavigating a path --
_g2.
_tUnderpinning ideas --
_g3.
_tDesigning research --
_gPart B.
_tLearning about curriculum: --
_g4.
_tGrowing up --
_g5.
_tTeaching mathematics --
_g6.
_tWriting textbooks --
_g7.
_tDeveloping curriculum --
_gPart C.
_tReflecting on curriculum: --
_g8.
_tWorking at university --
_g9.
_tComparing curriculum --
_g10.
_tEnjoying semi-retirement --
_gPart D.
_tPlateauing: --
_g11.
_tReconceptualizing knowledge --
_g12.
_tLooking backwards and forwards.
520 _a"An important contribution that 'Emerging curriculum' makes is a reconceptualizing of the curriculum development process. This moves development thinking from the traditional research-development-dissemination model to one that acknowledges: the interrelatedness of many influences on curriculum, the multi-layered nature of curriculum, and the complexity of the educational system in which curriculum exists. Indeed the educational system is envisaged as a 'complex living system'. The study is autobiographical, it is based on a lifetime spent in education during which the author had a particular interest in curriculum and the associated development processes, and how one's ideas about these change over time. 'Emerging curriculum' has been successfully submitted as a PhD thesis but was written as a book for a wider audience than the traditional thesis one. It shows by example how reflection on one's work throughout one's career can be considered as research and can contribute to knowledge in a similar way to that of more traditional doctoral research projects. It is hoped that teachers reading this will relate to the author's experiences in schools, and will see themselves significant contributors to curriculum; that curriculum developers will be provoked into considering alternative ways of working; and that academics might move curriculum theorising closer to the reality of schools."--Book jacket.
588 _aMachine converted from AACR2 source record.
600 1 0 _aBegg, Andrew J. C.
_q(Andrew John Cameron),
_d1940-
_9336965
650 0 _aEducation, Secondary
_xCurricula
_9778475
650 0 _aEducation, Secondary
_xCurricula
_zNew Zealand
_9603902
650 0 _aTeachers
_zNew Zealand
_vPersonal narratives
_9735752
907 _a.b11423122
_b09-11-17
_c27-10-15
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