Curriculum decisions - The challenges of teacher autonomy over knowledge selection for history

Show simple item record Ormond, Barbara en 2018-07-13T03:45:19Z en 2017 en
dc.identifier.citation Journal of Curriculum Studies 49(5):599-619 2017 en
dc.identifier.issn 0022-0272 en
dc.identifier.uri en
dc.description.abstract This paper explores the challenges for teachers in positioning them as independent curriculum makers. History teachers in New Zealand have recently entered uncharted territory with the abandonment of prescribed topics for history and a new-found authority to determine the selection of historical knowledge taught to their senior secondary students. This paper examines the complex nature of the teacher’s new role and responsibilities and argues that curriculum achievement objectives and national assessment places significant constraints upon teachers’ selections of historical knowledge. There is the potential for substantive historical knowledge to be downplayed in favour of procedural knowledge and the potential for assessment drivers to dominate or distort selection of knowledge for history. Local curriculum making places a heavy burden of responsibility upon teachers with implications for students’ access to powerful historical knowledge. en
dc.language English en
dc.publisher Taylor & Francis (Routledge) en
dc.relation.ispartofseries Journal of Curriculum Studies en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri en
dc.subject Social Sciences en
dc.subject Education & Educational Research en
dc.subject Curriculum en
dc.subject substantive knowledge en
dc.subject powerful knowledge en
dc.subject standards-based assessment en
dc.subject history education en
dc.subject SCHOOL HISTORY en
dc.title Curriculum decisions - The challenges of teacher autonomy over knowledge selection for history en
dc.type Journal Article en
dc.identifier.doi 10.1080/00220272.2016.1149225 en
pubs.issue 5 en
pubs.begin-page 599 en
pubs.volume 49 en
dc.rights.holder Copyright: Taylor & Francis en
pubs.end-page 619 en
pubs.publication-status Published en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 526537 en Education and Social Work en Curriculum and Pedagogy en
dc.identifier.eissn 1366-5839 en
pubs.record-created-at-source-date 2018-07-13 en 2016-04-06 en

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