Originally published in 1979. This book is a study of the problems of functional and ideological adaptation of the curriculum in response to social change, based on a close investigation of a particular significant curriculum innovation, set up in 1962: the Nuffield Foundation Science Teaching Project. The book focuses particularly on the development of the O-level chemistry curriculum, which was one of the three founding projects. If sensible decisions are to be made about curriculum development, now and in the future, it is vitally important that we take account of the history of influential curriculum projects. This book deals thoroughly with the various political, social and educational factors influencing the setting up of the Nuffield Foundation Science Teaching Project, the details of its execution (methods, the influence of pressure groups, and of particular individuals) and its outcomes. The content of the secondary curriculum is a perennial topic of interest and this book is a stimulating aid to clear thinking not only as history.

First Published in 2006. Routledge is an imprint of Taylor & Francis, an informa company.

Reissuing works originally published between 1971 and 1994, this collection includes books which offer a broad spectrum of views on curriculum, both within individual schools and the wider issues around curriculum development, reform and implementation. Some cover the debate surrounding the establishment of the national curriculum in the UK while others are a more international in scope. Many of these books go beyond theory to discuss practical issues of real curriculum changes at primary or secondary level. The Set includes books on cross-curricular topics such as citizenship and environment, and also guidance, careers, life skills and pastoral care in schools. A fantastic collection of education history with much still relevant today.

Designed as per the latest NCERT syllabus and syllabi of several universities offering teacher education courses, the book incorporating 16 chapters is an up-to-date and comprehensive treatise, which deals with the basic as well as advanced topics of the field of knowledge and the field of contextualisation of knowledge (curriculum). In the opening chapters, knowledge is conceived and described in a broad perspective. This is followed by an extensive discussion on curriculum, including the various issues and concerns, different approaches, curriculum design, development and evaluation. A peep into the modern classrooms, shift in pedagogy and skill-based curriculum makes the book a complete organic entity for comprehensive understanding of the continuum of knowledge and curriculum. It is primarily intended for the undergraduate students of education and elementary education as well as for the postgraduate students of education. Moreover, teacher educators and researchers will also find the book useful. HIGHLIGHTS OF THE BOOK • Presents intensive analysis of the concepts in a logical sequence • Includes practical illustrations along with clear, concise and lucid language • Follows professional and analytical approach • Incorporates flowcharts, diagrams and chapter-end exercises • Comprises a bibliography at the end of the book TARGET AUDIENCE • B.Ed./M.Ed. • B.Sc.-B.Ed./B.A.-B.Ed. • B.El.Ed. • M.A. (Education)

The research and debates surrounding curriculum, pedagogy and assessment are ever-growing and are of constant importance around the globe. With two volumes - containing chapters from highly respected researchers, whose work has been critical to understanding and building expertise in the field – The SAGE Handbook of Curriculum, Pedagogy and Assessment focuses on examining how curriculum is treated and developed, and its impact on pedagogy and assessment worldwide. The Handbook is organised into five thematic sections, considering: · The epistemology and methodology of curriculum · Curriculum and pedagogy · Curriculum subjects · Areas of the curriculum · Assessment and the curriculum · The curriculum and educational policy The SAGE Handbook of Curriculum, Pedagogy and Assessment’s breadth and rigour will make it essential reading for researchers and postgraduate students around the world.

The curriculum of elementary schools is a very important factor in the education of children. Students need to understand and express themselves in a language which can be the Mother Tongue only at the elementary level. Curriculum development is an important part of the education process, ensuring that classes at all levels, from early childhood to post-secondary, are best designed to help students be successful in learning the material and gaining the skills needed to continue to advance. Evaluation essentially is the provision of information for the sake of facilitating decision making at various stages of curriculum development. This information may pertain to the program as a complete entity or only to some of its components. Evaluation also implies the selection of criteria, collection and analysis of data. It includes obtaining information for use in judging the worth of a programme and procedure. It is a comprehensive term and transcends standardized tests covering all means of ascertaining the results of construction. A curriculum framework is an organized plan or set of standards or learning outcomes that defines the content to be learned in terms of clear, definable standards of what the student should know and be able to do. The supporters of learner-centered Curriculum give importance to individual development and they wants to organize the curriculum according to the needs and interest of learners, there are fundamental differences in this approach and the subject-centered design. The curriculum framers for elementary schools should also associate the parents and specialists while developing the curriculum for elementary education.

This concise and easy-to-read book deals with the theory and practice of content based methodology. It begins by showing the importance of integration of teaching units of one discipline with those of other disciplines and a critical evaluation of the subject curriculum, syllabi and textbook to identify their limitations. Thereafter, the text describes the methods for determining the higher level of knowledge required for a teacher to teach a specific teaching unit. Besides, considerations which teachers need to take into account before teaching their subjects, pedagogical analysis of content, selection of proper approaches, teaching methods, and models of teaching to suit the nature of teaching contents are also explained. Finally, those factors which are to be taken into account for verifying whether the objectives have been achieved or not are discussed with sufficient examples. Primarily meant for undergraduate students of education (B.Ed. and D.Ed.), the text can also serve as a source book for teacher-educators, teachers, and teacher-trainees, whatever their teaching subjects may be.

"Akashvani" (English) is a programme journal of ALL INDIA RADIO, it was formerly known as The Indian Listener. It used to serve the listener as a bradshaw of broadcasting ,and give listener the useful information in an interesting manner about programmes, who writes them, take part in them and produce them along with photographs of performing artists. It also contains the information of major changes in the policy and service of the organisation. The Indian Listener (fortnightly programme journal of AIR in English) published by The Indian State Broadcasting Service, Bombay, started on 22 December, 1935 and was the successor to the Indian Radio Times in English, which was published beginning in July 16 of 1927. From 22 August ,1937 onwards, it used to published by All India Radio, New Delhi. From 1950,it was turned into a weekly journal. Later, The Indian listener became "Akashvani" (English ) w.e.f. January 5, 1958. It was made fortnightly journal again w.e.f July 1,1983. NAME OF THE JOURNAL: AKASHVANI LANGUAGE OF THE JOURNAL: English DATE, MONTH & YEAR OF PUBLICATION: 5 OCTOBER, 1980 PERIODICITY OF THE JOURNAL: Weekly NUMBER OF PAGES: 60 VOLUME NUMBER: Vol. XLV, No. 43 BROADCAST PROGRAMME SCHEDULE PUBLISHED (PAGE NOS): 7-24, 37-56 ARTICLE: 1.Conserving For Survival: Sources Of Energy 2.How Minerals Shaped The Mankind ? 3.Life And The People Across The Rohtang Pass 4.Acupuncture : Theory and Technique 5. Preparing New Generation For Challenges Ahead 6. What Can An Engineer Do for The Village ? AUTHOR: 1. Maheshwar Dayal 2. T. C. Ganesh 3. K.C. Pandey 4. Dr. A. Krishnamurti 5. Dr. C. L. Anand 6. Dr. B. S. Samaga Document ID : APE-1980 (S-D) Vol-III-02 Prasar Bharati Archives has the copyright in all matters published in this “AKASHVANI” and other AIR journals. For reproduction previous permission is essential.

This book has been written to provide a current, practical, Australian-based approach to designing and developing curriculum. The demands of schools and educational systems today are such that teachers with practical curriculum skills are highly valued and this book provides a vital source for teachers who wish to build their skills in the field of curriculum design and development. The book addresses the needs of curriculum developers by examining the nature of the curriculum process and how it can be applied in schools. A particular strength is the way in which the chapters are structured around a model of curriculum development. As the model unfolds the reader is familiarised with the various elements of curriculum including situational analysis, intent, content, learning activities and evaluation. Teachers will appreciate the value of understanding these elements and in so doing will acquire valuable skills of curriculum design and development. A feature of this book is that it addresses the issues of curriculum implementation and curriculum change. To devise a curriculum document in these times is tough enough. Those who wish to see their curricula succeed must be involved with implementing that curriculum and the curriculum change that results. This important new book is particularly appropriate to classroom teachers, system developers and student teachers studying curriculum.

The first edition of The Making of Curriculum was published in 1988 and reviewers hailed it as a seminal work in the field. In that work Goodson explored a number of aspects of the so-called traditional subjects and described the way they develop over time to a point where they can be promoted as 'academic' disciplines. He showed that the claim to be academic was in fact the result of a substantial political contest covering a century or more. The traditional subject was, in short, invented. The first edition of this book provided a series of challenging insights for those desiring to make sense of the current debate over schooling. In this new and extended second edition, Bill Pinar adds an illuminating introduction and Goodson brings his argument up-to-date with a discussion of the National Curriculum - 'a contemporary initiative in the making of curriculum.'