Researching the creation of a national curriculum from systems to classrooms

Gerrard, J; Albright, JJ; Clarke, DJ; Clarke, D; Farrell, LE; Freebody, P; Sullivan, PA

Researching the creation of a national curriculum from systems to classrooms

Gerrard, J Albright, JJ Clarke, DJ Clarke, D Farrell, LE Freebody, P Sullivan, PA

Permalink

Publisher:: ACER
Publication Type:: Journal Article
Citation:: Australian Journal of Education, 2013, 57 (1), pp. 60 - 73
Issue Date:: 2013-01

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download full textAdobe PDF (993.68 kB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Gerrard, J	en_US
dc.contributor.author	Albright, JJ	en_US
dc.contributor.author	Clarke, DJ	en_US
dc.contributor.author	Clarke, D	en_US
dc.contributor.author	Farrell, LE	en_US
dc.contributor.author	Freebody, P	en_US
dc.contributor.author	Sullivan, PA	en_US
dc.date.issued	2013-01	en_US
dc.identifier.citation	Australian Journal of Education, 2013, 57 (1), pp. 60 - 73	en_US
dc.identifier.issn	0004-9441	en_US
dc.identifier.uri	http://hdl.handle.net/10453/27689
dc.description.abstract	Under the auspices of its `Education Revolution, the Federal Labor Government is currently implementing a national curriculum for schools. Representing an important intervention into educational practice and governance, the Australian Curriculum offers a unique research opportunity, providing substantial scope for the examination of the changing systems and school-level practices entailed in large-scale curriculum reform. Research into the Australian Curriculum also presents a valuable opportunity to develop educational research methodologies that attend to the complex and multifaceted processes of curriculum reform, from systems to classrooms. Taking two of the disciplinary towers of modern curricula (English and mathematics) and Australias two largest jurisdictions (New South Wales and Victoria) as the focus, this article draws on a three-year Australian Research Council Linkage Project to outline an approach to researching major curriculum reform.	en_US
dc.publisher	ACER	en_US
dc.relation.ispartof	Australian Journal of Education	en_US
dc.relation.isbasedon	10.1177/0004944112471480	en_US
dc.subject.classification	Education	en_US
dc.title	Researching the creation of a national curriculum from systems to classrooms	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	57	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of Education
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.issue	1	en_US
pubs.volume	57	en_US

Abstract:

Under the auspices of its `Education Revolution, the Federal Labor Government is currently implementing a national curriculum for schools. Representing an important intervention into educational practice and governance, the Australian Curriculum offers a unique research opportunity, providing substantial scope for the examination of the changing systems and school-level practices entailed in large-scale curriculum reform. Research into the Australian Curriculum also presents a valuable opportunity to develop educational research methodologies that attend to the complex and multifaceted processes of curriculum reform, from systems to classrooms. Taking two of the disciplinary towers of modern curricula (English and mathematics) and Australias two largest jurisdictions (New South Wales and Victoria) as the focus, this article draws on a three-year Australian Research Council Linkage Project to outline an approach to researching major curriculum reform.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/27689