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dc.contributor.authorBerry, J.
dc.date.accessioned2011-04-14T14:08:46Z
dc.date.available2011-04-14T14:08:46Z
dc.date.issued2009
dc.identifier.citationBerry , J 2009 , ' Can there be an alternative to the centralized curriculum in England? ' , Improving Schools , vol. 12 , no. 1 , pp. 33-41 . https://doi.org/10.1177/1365480208100244
dc.identifier.issn1365-4802
dc.identifier.otherPURE: 108104
dc.identifier.otherPURE UUID: b227b493-248f-450e-839f-d51ce0af14ec
dc.identifier.otherdspace: 2299/5638
dc.identifier.otherScopus: 63049119849
dc.identifier.urihttp://hdl.handle.net/2299/5638
dc.description“The final, definitive version of this article has been published in the Journal, Improving Schools, 12 (1) 2009, © SAGE Publications Ltd, 2009: on SAGE Journals Online: http://online.sagepub.com/”
dc.description.abstractSchools and teachers in England have found themselves coerced into a situation where high-stakes testing, scrutiny of `performance' and the generation of data for competitive league tables have dominated the educational experience of young people. There is a growing recognition from all quarters that this model is failing and that alternative — and more creative — approaches are needed. The article examines whether there is sufficient professional confidence and autonomy to challenge the current hegemonic position.en
dc.language.isoeng
dc.relation.ispartofImproving Schools
dc.rightsOpen
dc.subjectalternatives
dc.subjectconfidence
dc.subjectcreativity
dc.subjectprofessional autonomy
dc.titleCan there be an alternative to the centralized curriculum in England?en
dc.contributor.institutionSchool of Education
dc.description.statusPeer reviewed
dc.relation.schoolSchool of Education
dcterms.dateAccepted2009
rioxxterms.versionofrecordhttps://doi.org/10.1177/1365480208100244
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue
herts.rights.accesstypeOpen


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