Comparing International Curriculum Systems: The International Instructional Systems Study

Autor/inn/en	Creese, Brian; Gonzalez, Alvaro; Isaacs, Tina
Titel	Comparing International Curriculum Systems: The International Instructional Systems Study
Quelle	In: Curriculum Journal, 27 (2016) 1, S.5-23 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2015.1128346
Schlagwörter	Foreign Countries; Comparative Education; Educational Practices; Educational Objectives; Centralization; Accountability; National Curriculum; Intellectual Disciplines; Interdisciplinary Approach; Compulsory Education; Vocational Education; Group Instruction; Individualized Instruction; Summative Evaluation; Formative Evaluation; High Stakes Tests; Educational Change; International Assessment; Australia; Canada; China; Finland; Florida; Japan; Massachusetts; Singapore + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Bildungspraxis; Educational objective; Bildungsziel; Erziehungsziel; Centralisation; Zentralisierung; Verantwortung; Geisteswissenschaften; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schulpflicht; Ausbildung; Berufsbildung; Gruppenunterricht; Individualisierender Unterricht; Bildungsreform; Australien; Kanada; Finnland; Master-Studiengang; Singapur
Abstract	This paper sets out the main findings of the International Instructional Systems Study (IISS), conducted by the UCL Institute of Education and funded by the Center on International Education Benchmarking (CIEB). The study examined the instructional systems and intended curricula of six "high performing" countries and two US states. The study ultimately focused on nine specific aspects of those systems: the aims of the education system; how centralised or decentralised management of the instructional system is; principles and methods of accountability; what compulsory and optional subjects are included in the programmes of study; the degree to which curriculum is organised by discipline or integrated across disciplines; whether curriculum is common or differentiated; how twenty-first century skills are embedded in the curriculum; the clarity and content of curriculum for secondary vocational pathways; and how assessments are created and what stakes they have and for whom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01