This thesis is a case study of curriculum innovation in the primary school
at a time of major change during the introduction of the National
Curriculum. It involved a small number of primary schools, teachers and
children. In particular the processes and impacts of the innovation were
investigated. Action research methodology (Carr and Kemmis, 1986
McNiff, 1988) was employed and teachers' plans, classroom activities and
children's responses were analysed. The research informs us about the
nature and effects of opportunities created and constraints imposed by the
National Curriculum. The case study indicates that teachers responded to
the innovation as if it were a topic and not a single subject, but they
incorporated National Curriculum subjects and themes into it. Geography
was the major subject developed, but the teachers tended to view this
subject as a body of knowledge, with accompanying skills, rather than a
process of learning to be taught and this was related, at least in part, to the
nature of the National Curriculum. A number of activities concerned with
values and attitudes were developed, despite the lack of obvious links to the
National Curriculum. The study shows that these teachers were
'pragmatists' rather than 'progressives' or 'traditionalists' in their use of
teaching methods. The research also indicated the problems of the
relationships between these teachers and the Project co-ordinator. The case
study demonstrated that this Project had local relevance, had significant
effects on teachers and children directly involved and reached a wider
educational community who gave a generally favourable response,
indicating the educational value of introducing work on travel and tourism
to the primary curriculum.
Date of Award | 1995 |
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Original language | English |
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Awarding Institution | |
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The Learn to Travel Project: a case study of curriculum innovation in primary schools
Mason, P. (Author). 1995
Student thesis: PhD