Will the Australian curriculum up the intellectual ante in classrooms?
Luke, Allan (2010) Will the Australian curriculum up the intellectual ante in classrooms? .
This is a review and critical commentary on the potential impacts of the Australian national curriculum on classroom teaching and learning. It argues that there is limited evidence that test-driven, basic skills orientations to curriculum will generate sustainable educational gains for low socioeconomic and Indigenous students. Drawing on recent and current work on the enacted curriculum in Australian classrooms, it argues for a strong curriculum focus on intellectual depth, sustained conversation and connectedness to the world - a renewed emphasis on substantive intellectual work in schools.
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|Item Type:||Journal Article|
|Additional Information:||Submitted to Curriculum Perspectives, a journal published by The Australian Curriculum Studies Association Incorporated (ACSA)|
|Keywords:||Australian national curriculum, basics, enacted curriculum, school reform|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > English and Literacy Curriculum and Pedagogy (excl. LOTE ESL and TESOL) (130204)|
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)
|Divisions:||Current > Research Centres > Office of Education Research|
Current > QUT Faculties and Divisions > Faculty of Education
Past > Institutes > Institute for Creative Industries and Innovation
|Copyright Owner:||Copyright 2010 Allan Luke|
|Deposited On:||25 May 2010 08:06|
|Last Modified:||10 Jun 2010 00:30|
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