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ERIC Number: ED377179
Record Type: Non-Journal
Publication Date: 1994-Apr
Pages: 23
Abstractor: N/A
Reference Count: N/A
Changing the Classroom Curriculum: The Acid Test of Policy Intervention.
Pollard, Andrew; And Others
Data from a larger study reveals how policy-directed change is perceived and experienced by teachers and pupils in early years of primary school in England between 1990 and 1993. Data from PACE: Primary Assessment, Curriculum and Experience, a study of educational change under reform of the National Curriculum, included interviews with 94 teachers and studies of 9 classrooms. The studies included field notes, systematic observation, and interviews with the teacher and 6 target pupils from each class who were tracked, longitudinally, across the 3 years. Evidence suggests that teachers feel more constrained and perceived considerable changes in the curriculum in the early years of primary school, though observations suggest that practices remain much the same and that any change is an increase in teaching single subjects and a move away from teaching thematically. Interviews with children showed that they preferred physical education, painting, and play to the National Curriculum core subjects. They also indicated very little evidence that the National Curriculum made any substantial difference to the curriculum as the students experience it. The overall effect has been of considerable perceived change for teachers but relatively little measurable change in the time spent on different subjects. Consequently there has been an element of continuity in terms of pupil experience and perception. Schooling is still schooling for English pupils, whether its form and content is decided at a classroom level or is directed by national policy. Contains 18 references. (JB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)