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Doubting Thomas: the primary curriculum and classroom practice

Burgess, Hilary (1986). Doubting Thomas: the primary curriculum and classroom practice. Journal of Educational Policy, 1(1) pp. 85–99.

DOI (Digital Object Identifier) Link: https://doi.org/10.1080/0268093860010108
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Abstract

This article examines some of the implications of the Thomas Report for the primary school curriculum and classroom practice. In particular it focuses upon the mathematics curriculum and language, reading and writing in the primary school and argues that the recommendations of the Thomas committee are in many respects lacking in detail and vision. The discussion of classroom practice highlights the point that if the recommendations are to be implemented active intervention is needed on the part of LEAs and the Inspectorate. Finally, the lack of discussion by the Thomas committee of evaluative procedures for curriculum development and classroom practice in primary schools is illuminated.

Item Type: Journal Item
ISSN: 0268-0939
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 13005
Depositing User: Hilary Burgess
Date Deposited: 02 Feb 2009 05:31
Last Modified: 02 May 2018 12:56
URI: http://oro.open.ac.uk/id/eprint/13005
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