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|a UAMI
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|a The baccalaureate :
|b a model for curriculum reform /
|c edited by Graham Phillips and Tim Pound.
|
| 260 |
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|a London ;
|a Sterling, VA :
|b Kogan Page,
|c 2003.
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| 300 |
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|a 1 online resource (xiii, 194 pages) :
|b illustrations
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| 336 |
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|a text
|b txt
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|a online resource
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1 |
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|a The future of education from 14+
|
| 504 |
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|a Includes bibliographical references and index.
|
| 588 |
0 |
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|a Print version record.
|
| 505 |
0 |
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|a Book Cover -- Half-Title -- Title -- Copyright -- Contents -- Notes on the contributors -- Series editors� foreword -- Introduction -- Breadth -- Coherence -- Inclusion -- Progression -- Internationalism -- References -- 1 The resistance to reform: from Crowther to Curriculum 2000 -- Introduction -- Crowther and the concept of subject-mindedness -- The quest for breadth in the post-Crowther years -- The growth of vocational alternatives -- The Higginson Report and its aftermath -- Steps towards unification: the concept of a core curriculum
|
| 505 |
8 |
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|a Developing breadth and balance: a British BaccalaureateThe pre-Dearing context: further proposals for a unified curriculum -- The Dearing Report and its legacy -- References -- 2 Towards a structural typology for baccalaureate-style curricula -- Defining a baccalaureate -- Approaching a classification through values and aims -- Approaching a classification through inputs and outcomes -- A review of existing baccalaureate-style programmes -- Essential characteristics of baccalaureate systems -- The baccalaureate as a school-leaving examination
|
| 505 |
8 |
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|a Admission to higher educationBreadth and balance -- Encyclopaedism and essentialism -- Academic and vocational dimensions -- Balance in assessment -- A common experience -- Types of option group -- Types of common core -- Summary -- Towards a structural typology -- Conclusion -- References -- 3 The International Baccalaureate -- Introduction -- The origins of the IB -- The IB model -- Group 1: first language -- Group 2: second language -- Group 3: individuals and societies -- Group 4: experimental sciences
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| 505 |
8 |
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|a Group 5: mathematics and computer scienceGroup 6: the arts -- Objectives of the IB Diploma Programme -- The student experience -- An international higher education qualification -- Recognition -- Performance of IB students in higher education -- Contribution to education/social policy -- Recent innovations -- Limitations of the IB Diploma Programme -- Conclusion -- References -- Appendix: Diploma Programme schools by country -- 4 The French baccalaureates -- The Baccalaureat, a national symbol
|
| 505 |
8 |
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|a The Baccalaureat, a reflection of the democratization of educationThe history of the Baccalaureat in France -- An overview of all baccalaureates -- The general baccalaureate pathway -- Bac L (literary baccalaureate) -- Bac ES (economic and social baccalaureate) -- Bac S (scientific baccalaureate) -- The technical baccalaureate pathway -- Bac STT (sciences et technologies tertiaires, or tertiary sciences and technologies) -- Bac STI (sciences et technologies industrielles, or industrial sciences and technologies)
|
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|a English.
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|a eBooks on EBSCOhost
|b EBSCO eBook Subscription Academic Collection - Worldwide
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0 |
|a Education, Secondary
|x Curricula
|z Great Britain.
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| 650 |
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|a Vocational education
|x Curricula
|z Great Britain.
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0 |
|a Curriculum change
|z Great Britain.
|
| 650 |
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6 |
|a Enseignement secondaire
|x Programmes d'études
|z Grande-Bretagne.
|
| 650 |
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6 |
|a Enseignement professionnel
|x Programmes d'études
|z Grande-Bretagne.
|
| 650 |
|
6 |
|a Programmes d'études
|x Changements
|z Grande-Bretagne.
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| 650 |
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|a EDUCATION
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|a Curriculum change
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|a Education, Secondary
|x Curricula
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| 650 |
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7 |
|a Vocational education
|x Curricula
|2 fast
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| 651 |
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|a Great Britain
|2 fast
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| 700 |
1 |
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|a Phillips, Graham,
|d 1939-
|
| 700 |
1 |
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|a Pound, Tim,
|d 1949-
|
| 776 |
0 |
8 |
|i Print version:
|t Baccalaureate.
|d London ; Sterling, VA : Kogan Page, 2003
|w (DLC) 2003005590
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|a Future of education from 14+.
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