Researching the Competence-Based Curriculum: Preface to a Case Study of Four Urban Secondary Schools

Autor/inn/en	Downey, Christopher; Byrne, Jenny; Souza, Ana
Titel	Researching the Competence-Based Curriculum: Preface to a Case Study of Four Urban Secondary Schools
Quelle	In: Curriculum Journal, 24 (2013) 3, S.321-334 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2012.731012
Schlagwörter	Competency Based Education; Curriculum Implementation; Case Studies; Urban Schools; Secondary Schools; Curriculum Development; State Schools; Foreign Countries; Interdisciplinary Approach; Leadership; Coeducation; Humanities Instruction; Focus Groups; Interviews; Qualitative Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Case study; Fallstudie; Case Study; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sekundarschule; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Staatliche Schule; Ausland; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Führung; Führungsposition; Koedukation; Geisteswissenschaftlicher Unterricht; Interviewing; Interviewtechnik; Qualitative Forschung
Abstract	This introductory article accompanies three further articles forming a case study research project undertaken to describe the experience of four urban secondary schools implementing a competence-based curriculum for students in their first year of secondary education. The nature of such competence-based curricula is discussed in the context of secondary schools before providing an outline of the context of each of the case study schools. A democratic and emancipatory view of education provides the rationale for the development of transferable competencies, and this is considered with respect to the challenges of engaging in a cross-disciplinary approach to the curriculum. These challenges are viewed through the lens of Bernstein's concepts of strong and weak framing and horizontal and vertical discourses. Each of the accompanying articles takes up a different aspect of education, focusing on curriculum planning, teaching and learning, and leadership and management respectively. Further challenges with regard to changes in the English curriculum are briefly reflected upon. Finally an outline of the case study methodology which was employed in the study is provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10