Curriculum theorising: examining the middle ground of curriculum

Harris, Catherine 2005, Curriculum theorising: examining the middle ground of curriculum, Curriculum and teaching: an international journal in classroom pedagogy, vol. 20, no. 2, pp. 81-96.

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Title Curriculum theorising: examining the middle ground of curriculum
Author(s) Harris, Catherine
Journal name Curriculum and teaching: an international journal in classroom pedagogy
Volume number 20
Issue number 2
Start page 81
End page 96
Publisher James Nicholas Publishers
Place of publication South Melbourne, Vic.
Publication date 2005
ISSN 0726-416X
Keyword(s) curriculum models
classroom pedagogy
curriculum design
curriculum implementation
history syllabus
Summary Using current data, this article examines the ways in which teachers enact new curriculum prior to classroom implementation. This is new and important research as few, if any, studies have further explored what Goodson termed the 'middle ground' of curriculum (1994). This article locates the middle ground of curriculum between the high ground of curriculum (the formal construction of the written curriculum) and its ground-level implementation in the classroom. A model of the middle ground of curriculum that helps us to understand curriculum change processes from the perspective of those most affected by them - teachers - is subsequently proposed.
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2005, James Nicholas Publishers
Persistent URL http://hdl.handle.net/10536/DRO/DU:30002920

Document type: Journal Article
Collection: School of Scientific and Developmental Studies in Education
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