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Peer reviewed Peer reviewed
ERIC Number: EJ422749
Record Type: Journal
Publication Date: 1990
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0268-0939
EISSN: N/A
Discrepancies between Official Science Curriculum and Actual Classroom Practice: The Nigerian Experience.
Olorundare, Solomon A.
Journal of Education Policy, v5 n1 p1-19 Jan-Mar 1990
This paper was based on an investigation of how an officially prescribed science curriculum was interpreted and translated by teachers into actual classroom practice in Nigerian primary schools. Mismatches between official and hidden curricula were rampant and often beyond teachers' control. The teacher's role was "policy broker," not program implementor. Includes 51 references. (MLH)
Descriptors: Curriculum Problems, Elementary Education, Foreign Countries, Hidden Curriculum, Policy, Program Implementation, Science Instruction, Teacher Role, Teaching Methods
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nigeria
Grant or Contract Numbers: N/A