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A reorganization of learning in the secondary years

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Lohrey, Cynthia (1986) A reorganization of learning in the secondary years. Unspecified thesis, University of Tasmania.

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Abstract

This paper considers the difficulties currently being experienced by secondary
education in Tasmania and attempts to provide a methodology for a structural and
organizational framework which would allow schools to arrange, evaluate and
credential their own curriculum. The development of comprehensive high schools
and major effects from them is analyzed through the Reports and Reviews
conducted during the last two decades. Major emphases from this literature and
other recent Australian and overseas findings form the basis for a more balanced
secondary curriculum for students than it seems currently exists under the present
structural and organizational practices. Throughout the paper recognition is made of
changes in the context for learning and the implications for education, particularly
during the adolescent years. Value changes in the whole community are believed to
significantly complicate the pattern of adolescent learning. The proposed curriculum
of common learning is approached through structural and organizational changes
which allow a more extensive justification of the curriculum through rational planning
approaches and policies. Changes are suggested in the school pattern to
differentiate it less from the two adjoining phases of schooling - primary and senior
secondary which seem to reveal higher levels of student satisfaction. A
development of the role of the primary school teacher is intended to continue
through work in pastoral care which includes emphases on social education and the
integration of learning from elsewhere in the school and in the community. The
curriculum of common learning is divided into four areas of experience - pastoral
care, arts and crafts, communications and the humanities and maths, science and
technology. All students give approximately equal time to these areas of experience
with a more extensive allocation for pastoral care. The curriculum model suggested
is a participative one where special consideration is given to these key features -
student and community participation, evaluation and credentialling, staffing and
teacher development. Methodologies are identified for the implementation of these
focuses in secondary schools. Structures and practices are simplified so as to
provide a flexibility to enable a more rapid reponse to needs as they are identified.
The model more extensively utilizes community resources to provide a balanced
curriculum of student-oriented learning which is arranged in less formal patterns.

Item Type: Thesis (Unspecified)
Keywords: Education, Secondary, Education, Secondary, Curriculum planning, Educational innovations
Copyright Holders: The Author
Copyright Information:

Copyright 1986 the Author - The University is continuing to endeavour to trace the copyright
owner(s) and in the meantime this item has been reproduced here in good faith. We
would be pleased to hear from the copyright owner(s).

Additional Information:

Thesis (M.Ed.Stud.)-University of Tasmania, 1987. Bibliography: leaves 55-63

Date Deposited: 19 Dec 2014 02:28
Last Modified: 17 Jul 2017 07:07
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