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Volumn , Issue , 2013, Pages 35-49

Capacities and the Curriculum

Author keywords

[No Author keywords available]

Indexed keywords


EID: 85193871862     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter
Times cited : (28)

References (36)
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    • A new “logic” of emancipation: The methodology of Jacques Rancière
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    • Biesta, G. J. J. (2010a), ‘A new “logic” of emancipation: the methodology of Jacques Rancière’. Educational Theory, 60, 39–59.
    • (2010) Educational Theory , vol.60 , pp. 39-59
    • Biesta, G.J.J.1
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    • The future of teacher education: Evidence, competence or wisdom?
    • Biesta, G. J. J. (2012), ‘The future of teacher education: evidence, competence or wisdom?’. Research on Steiner Education, 3, 8–21.
    • (2012) Research on Steiner Education , vol.3 , pp. 8-21
    • Biesta, G.J.J.1
  • 6
    • 0005644452 scopus 로고
    • The role of contexts in the mathematics classroom: Do they make mathematics more “real”?
    • Boaler, J. (1993), ‘The role of contexts in the mathematics classroom: do they make mathematics more “real”?’. For the Learning of Mathematics, 13, 12–17.
    • (1993) For the Learning of Mathematics , vol.13 , pp. 12-17
    • Boaler, J.1
  • 8
    • 55849106685 scopus 로고    scopus 로고
    • Key competencies for education in a European context
    • Deakin Crick, R. (2008), ‘Key competencies for education in a European context’. European Educational Research Journal, 7, 311–18.
    • (2008) European Educational Research Journal , vol.7 , pp. 311-318
    • Deakin Crick, R.1
  • 13
    • 2942712476 scopus 로고    scopus 로고
    • Ambiguity, autonomy, and agency: Psychological challenges to new competence
    • Gottingen: Hogrefe & Huber
    • Haste, H. (2001), ‘Ambiguity, autonomy, and agency: psychological challenges to new competence’, in D. S. Rychen and L. H. Salganik (eds), Defining and Selecting Key Competencies. Gottingen: Hogrefe & Huber, pp. 93–120.
    • (2001) Defining and Selecting Key Competencies , pp. 93-120
    • Haste, H.1    Rychen, D.S.2    Salganik, L.H.3
  • 16
    • 0003797826 scopus 로고
    • Competence, Education and NVQs
    • London: Cassell
    • Hyland, T. (1994), Competence, Education and NVQs. Dissenting Perspectives. London: Cassell.
    • (1994) Dissenting Perspectives
    • Hyland, T.1
  • 21
    • 52649086173 scopus 로고
    • Die Bedeutung der klassischen Bildungstheorien fur eine zeitgemasses Konzept von allgemeiner Bildung’ [‘The significance of the traditional theory of “Bildung
    • Klafki, W. (1986), ‘Die Bedeutung der klassischen Bildungstheorien fur eine zeitgemasses Konzept von allgemeiner Bildung’ [‘The significance of the traditional theory of “Bildung” for a contemporary conception of general education’]. Zeitschrift fur Padagogik, 32, 455–76.
    • (1986) For a Contemporary Conception of General education’]. Zeitschrift Fur Padagogik , vol.32 , pp. 455-476
    • Klafki, W.1
  • 23
    • 0039628064 scopus 로고    scopus 로고
    • Where’s the competence in competence-based education and training?
    • Lum, G. (1999), ‘Where’s the competence in competence-based education and training?’. Journal of Philosophy of Education, 33, 403–18.
    • (1999) Journal of Philosophy of Education , vol.33 , pp. 403-418
    • Lum, G.1
  • 25
    • 59549096393 scopus 로고    scopus 로고
    • Competence – the essence and use of the concept in ICVT
    • Mulder, M. (2007), ‘Competence – the essence and use of the concept in ICVT’. European Journal of Vocational Training, 40, 5–21.
    • (2007) European Journal of Vocational Training , vol.40 , pp. 5-21
    • Mulder, M.1
  • 26
    • 85014843879 scopus 로고    scopus 로고
    • The concept of competence in the development of vocational education and training in selected EU member states: A critical analysis
    • Mulder, M., Weigel, T. and Collins, K. (2007), ‘The concept of competence in the development of vocational education and training in selected EU member states: a critical analysis’. Journal of Vocational Education and Training, 59, 65–85.
    • (2007) Journal of Vocational Education and Training , vol.59 , pp. 65-85
    • Mulder, M.1    Weigel, T.2    Collins, K.3
  • 28
    • 84931387890 scopus 로고    scopus 로고
    • The Definition and Selection of Key Competencies
    • Paris: OECD
    • OECD (2005), The Definition and Selection of Key Competencies. Executive Summary. Paris: OECD. Online at www.oecd.org/pisa/35070367.pdf (accessed 21/10/12).
    • (2005) Executive Summary
  • 29
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    • The development of Scotland’s Curriculum for Excellence: amnesia and déjà vu
    • Priestley, M. and Humes, W. (2010), ‘The development of Scotland’s Curriculum for Excellence: amnesia and déjà vu’. Oxford Review of Education, 36, 345–61.
    • (2010) Oxford Review of Education , vol.36 , pp. 345-361
    • Priestley, M.1    Humes, W.2
  • 31
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    • A Curriculum for Excellence. Progress and Proposals
    • Edinburgh: Scottish Executive
    • Scottish Executive (2006), A Curriculum for Excellence. Progress and Proposals. A Paper from the Curriculum Review Programme Board. Edinburgh: Scottish Executive.
    • (2006) A Paper from the Curriculum Review Programme Board
    • Executive, S.1
  • 35
    • 77950929083 scopus 로고    scopus 로고
    • Educational policy in Scotland: Inclusion and the control society
    • Watson, C. (2010), ‘Educational policy in Scotland: inclusion and the control society’. Discourse: Studies in the Cultural Politics of Education, 31, 93–104.
    • (2010) Discourse: Studies in the Cultural Politics of Education , vol.31 , pp. 93-104
    • Watson, C.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.