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by Mark Priestley (Editor), Daniel Alvunger (Editor), Stavroula Philippou (Editor)
Responding to profound social, political and technological changes, recent global trends in education have included the emergence of new forms of curriculum policy. Addressing a gap in the literature, this book investigates the ways in which curriculum policy is influenced, formulated, and enacted in a number of countries-cases in Europe.
This important collection uses the concept of 'curriculum making' as an analytical tool to explore the processes and phases of curriculum policy reform experienced across countries. Drawing first on international perspectives and then presenting a series of country case studies, written by internationally recognised curriculum specialists, the chapters explore curriculum making as an activity that occurs across multiple layers of educational systems, through a continual interplay of the global and local. Concluding with a comparative analysis of the contextual factors that shape curricular practices in different contexts, this book is a must-have resource for educational policy makers, researchers, teachers and teacher educators across the globe.
Author Biography
Mark Priestley is Professor of Education at the University of Stirling, and Director of the Stirling Network for Curriculum Studies, Scotland.
Daniel Alvunger is Associate Professor in Education and Dean of the Board for Teacher Education at Linnæus University, Sweden.
Stavroula Philippou is an Assistant Professor in Curriculum and Teaching at the University of Cyprus, Cyprus.
Tiina Soini is a Research Director at the Faculty of Education and Culture, Tampere University, Finland.
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Description
by Mark Priestley (Editor), Daniel Alvunger (Editor), Stavroula Philippou (Editor)
Responding to profound social, political and technological changes, recent global trends in education have included the emergence of new forms of curriculum policy. Addressing a gap in the literature, this book investigates the ways in which curriculum policy is influenced, formulated, and enacted in a number of countries-cases in Europe.
This important collection uses the concept of 'curriculum making' as an analytical tool to explore the processes and phases of curriculum policy reform experienced across countries. Drawing first on international perspectives and then presenting a series of country case studies, written by internationally recognised curriculum specialists, the chapters explore curriculum making as an activity that occurs across multiple layers of educational systems, through a continual interplay of the global and local. Concluding with a comparative analysis of the contextual factors that shape curricular practices in different contexts, this book is a must-have resource for educational policy makers, researchers, teachers and teacher educators across the globe.
Author Biography
Mark Priestley is Professor of Education at the University of Stirling, and Director of the Stirling Network for Curriculum Studies, Scotland.
Daniel Alvunger is Associate Professor in Education and Dean of the Board for Teacher Education at Linnæus University, Sweden.
Stavroula Philippou is an Assistant Professor in Curriculum and Teaching at the University of Cyprus, Cyprus.
Tiina Soini is a Research Director at the Faculty of Education and Culture, Tampere University, Finland.
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