This paper examines the social processes of teacher and curriculum development in the secondary school. Based on a study of workgroups in four secondary schools, the paper links contemporary pragmatic dilemmas of policy implementation to the traditions of secondary school teaching in New Zealand that have developed since the publication in 1943 of the Thomas Report on the Post Primary School Curriculum.
International Journal of Learning, Volume 9. Article: Print (Spiral Bound), ISSN: 1447-9494, LC02-0028-2002. Article: Electronic (PDF File; 450.875KB), ISSN: 1447-9540, LC02-0028-2002.
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