Banks, Frank and McCormick, Robert
(2006). A case study of the inter-relationship between science and technology: England 1984-2004.
In: De Vries, M. J. and Mottier, I. eds.
International Handbook of Technology Education.
Rotterdam, Netherlands: Sense Publishers, pp. 285–312.
Abstract
Using a framework of analysis for both science and technology education, the ‘specified’, ‘enacted’ and ‘experienced’ curriculum was considered over a twenty year period, which included the introduction of vocational initiatives and the national curriculum into English schools. This chapter brings together extensive empirical research on both pupil learning and teacher development, with an analysis of policy developments and their impact on schools using a single analytical framework.
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