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An Introduction to Curriculum Research and Development
Intended for teachers and students, this is an introduction to school curriculum research and development.
Early Days
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A Connected Curriculum for Higher Education
Is it possible to bring university research and student education into a more connected, more symbiotic relationship? If so, can we develop programmes of study that enable faculty, students and ‘real world’ communities to connect in new ways? In this accessible book, Dilly Fung argues that it is not only possible but also potentially transformational to develop new forms of research-based education. Presenting the Connected Curriculum framework already adopted by UCL, she opens windows onto new initiatives related to, for example, research-based education, internationalisation, the global classroom, interdisciplinarity and public engagement. A Connected Curriculum for Higher Education is...
TAFE Curriculum Research, a Review of Group Process Methods
This paper summarizes four reports that comprised a study of ways in which technical and further education (TAFE) curriculum research for curriculum development can be speeded up in the data collection and analysis phases. The reports are "TAFE Curriculum Research: A Review of Group Process Methods" (T. Anderson, N. Jones); "The Facilitation of Curriculum Research Workshops in TAFE" (T. Anderson, N. Jones); "TAFE Curriculum Research: A Review of Group Process Methods. Descriptive Bibliography" (N. Jones et al.); and "TAFE Curriculum Research: A Review of Group Process Methods. Research Design" (N. Jones, T. Anderson). This paper provides descriptions of research methods reviewed, including exploratory research, the search conference method, Delphi, DACUM (Develop a Curriculum Method), critical incident technique, and force field analysis; summarizes the procedures entailed in management of group process curriculum research methods; lists the bibliographic sources used; and provides tables of contents for the four reports. (YLB)
Emerging Curriculum
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’.
Early Days
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