Dominic Wyse is Professor of Early Childhood and Primary Education at University College London (UCL), Institute of Education (IOE), and Academic Head of the Department of Learning and Leadership. Dominic is a Fellow of the Academy of Social Sciences (FAoSS), an elected member of the British Educational Research Association (BERA) Council, and a fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA). The main focus of Dominic’s research is curriculum and pedagogy. Key areas of work are the teaching of writing, reading and creativity. Dominic has extensive experience of funded research projects which he has disseminated in numerous peer-reviewed research journal articles and books. These include major international research volumes for which he is the lead editor (e.g. The SAGE Handbook of Curriculum, Pedagogy and Assessment), and bestselling books for students, teachers and educators  (e.g. Teaching English, Language and Literacy - 3rd Edition). His most recent book is A Guide to Early Years and Primary Teaching  (published by SAGE). He has been an editor, and on the editorial board, of internationally recognised research journals. He is currently an editor of the Curriculum Journal, one of the journals of the British Educational Research Association (BERA).

Curriculum, pedagogy and assessment are the gearbox, carburetor and battery of education:  deeply embedded in programmes of reform and teacher practices alike.  This collection strips down the engine room of education, drawing papers of exceptional range and breadth to provide a profound understanding of how education, at every level and in every setting actually operates.  Drawing together the broadest contributors range of contributors, this collection will be a seminal text for teachers, academics and policy makers for years to come.

• 1: IntroductionPART 1: THE EPISTEMOLOGY AND METHODOLOGY OF CURRICULUMChapter 2: Conceptions of CurriculumChapter 3 :Conceptions of CurriculumChapter 4: Aims of Education in a DemocracyChapter 5: Knowledge and the Curriculum: A Pragmatist ApproachChapter 6: Knowledge and the Curriculum in the Sociology of KnowledgeChapter 7: DidacticsChapter 8: Educational Neuroscience and LearningChapter 9: Rethinking Child-Centred EducationChapter 10: Practitioner Research: Understanding Teaching Through InquiryPART 2: CURRICULUM AND PEDAGOGYChapter 11: Culture and Pedagogy(ies): (What) have we Learned from and since Alexander 2001Chapter 12: The Teacher and the Curriculum: Exploring Teacher AgencyChapter 13: Inclusion in Public Schools: Learning to Think and Learning to Live TogeChapter 14: Subordinate Subjects: The Work of the Hidden Curriculum in Post-Colonial GhanaChapter 15: Ethnicity and the CurriculumChapter 16: Gender and the CurriculumChapter 17: Children’s Rights and Student Voice: Their Intersections and the Implications for Curriculum and PedagogyChapter 18: Alongside Virtual Youth using the Internet: Creating and Researching Learning InteractionsChapter 19: Curriculum and Teacher DevelopmentChapter 20: Curriculum and Pedagogy: The Future of Teacher Professional Learning and the Development of Adaptive ExpertiseChapter 21: Pedagogy and Curriculum – Teachers as LearnersPART 3: CURRICULUM SUBJECTSChapter 22: Visual ArtChapter 23: The Performing Arts in Learning, Curriculum and CultureChapter 24: The ‘Value’ of Computers and Computing: Toward a New Axiology of Educational TechnologyChapter 25: GeographyChapter 26: History Curriculum: A Transatlantic AnalysisChapter 27: World Languages CurriculumChapter 28: Physical EducationChapter 29: Religious EducationChapter 30: Science Education and Economic Growth: Some Implications for Curriculum, Pedagogy and AssessmentChapter 31: Assessing Pre-College Engineering Education Curricula: A Holistic and Practice-Oriented PerspectiveChapter 32: Assessing Pre-College Engineering Education Curricula: A Holistic and Practice-Oriented PerspectivePART 4: AREAS OF THE CURRICULUMChapter 33: Transdisciplinarity in Curricular Theory and PracticeChapter 34: Language Policies and Planning for English Education in Post-Olympic ChinaChapter 35: Multilingual Education for All (MEFA): Empowering Non-Dominant Languages and Cultures Through Multilingual Curriculum DevelopmentChapter 36: Creativity, Education and CurriculaChapter 37: Creativity, Education and CurriculaChapter 38: Children’s Literature in the Classroom and the CurriculumChapter 39: The Literacy Curriculum: A Critical ReviewChapter 40: Numeracy in, Across and Beyond the School CurriculumChapter 41: Science, Technology, Engineering and Math (STEM) Curricula in the US and other ContextsChapter 42: College and Career Readiness for all: The Role of Career and Technical Education in the USPART 5: ASSESSMENT AND THE CURRICULUMChapter 43: Assessment and the CurriculumChapter 44: Teachers’ Perceptions of AssessmentChapter 45: The Role of Assessment in Pedagogy – and Why Validity MattersChapter 46: Assessment for Learning: A Pedagogical ToolChapter 47: Implementing Assessment for Learning in a Confucius Context: the Case of Hong Kong 2004–14Chapter 48: Assessment for Learning Community: Learners, Teachers and PolicymakersChapter 49: Curriculum Reform in Testing and Accountability ContextsChapter 50: Professional Standards and the Assessment Work of TeachersChapter 51: Curriculum in the Twenty-First Century and the Future of ExaminationsChapter 52: Student Assessment and its Relationship with Curriculum, Teaching and Learning in the Twenty-First CenturyChapter 53: National Assessment and Intelligent AccountabilityPART 6: THE CURRICULUM AND EDUCATIONAL POLICYChapter 54: Economic Impact of Education: Evidence and RelevanceChapter 55: Public and Private Boundaries in Curriculum and Educational PolicyChapter 56: International Assessments of Student Learning OutcomesChapter 57: Comparison and CountriesChapter 58: Effects of Globalized Assessment on Local Curricula: What Japanese teachers face and how they challenge itChapter 59: The Ebb and Flow of Curricular Autonomy: Balance Between Local Freedom and National Prescription in CurriculamChapter 60: National Standards in Policy and PracticeChapter 61: Curriculum Development and School Leadership: Unattainable Responsibility or Realistic Ambition?Chapter 62: Teacher Education – Making Connections with Curriculum, Pedagogy and Assessment

Dominic Wyse is Professor of Early Childhood and Primary Education at University College London (UCL), Institute of Education (IOE), and Academic Head of the Department of Learning and Leadership. Dominic is a Fellow of the Academy of Social Sciences (FAoSS), an elected member of the British Educational Research Association (BERA) Council, and a fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA). The main focus of Dominic’s research is curriculum and pedagogy. Key areas of work are the teaching of writing, reading and creativity. Dominic has extensive experience of funded research projects which he has disseminated in numerous peer-reviewed research journal articles and books. These include major international research volumes for which he is the lead editor (e.g. The SAGE Handbook of Curriculum, Pedagogy and Assessment), and bestselling books for students, teachers and educators  (e.g. Teaching English, Language and Literacy - 3rd Edition). His most recent book is A Guide to Early Years and Primary Teaching  (published by SAGE). He has been an editor, and on the editorial board, of internationally recognised research journals. He is currently an editor of the Curriculum Journal, one of the journals of the British Educational Research Association (BERA).

Curriculum, pedagogy and assessment are the gearbox, carburetor and battery of education:  deeply embedded in programmes of reform and teacher practices alike.  This collection strips down the engine room of education, drawing papers of exceptional range and breadth to provide a profound understanding of how education, at every level and in every setting actually operates.  Drawing together the broadest contributors range of contributors, this collection will be a seminal text for teachers, academics and policy makers for years to come.

• 1: IntroductionPART 1: THE EPISTEMOLOGY AND METHODOLOGY OF CURRICULUMChapter 2: Conceptions of CurriculumChapter 3 :Conceptions of CurriculumChapter 4: Aims of Education in a DemocracyChapter 5: Knowledge and the Curriculum: A Pragmatist ApproachChapter 6: Knowledge and the Curriculum in the Sociology of KnowledgeChapter 7: DidacticsChapter 8: Educational Neuroscience and LearningChapter 9: Rethinking Child-Centred EducationChapter 10: Practitioner Research: Understanding Teaching Through InquiryPART 2: CURRICULUM AND PEDAGOGYChapter 11: Culture and Pedagogy(ies): (What) have we Learned from and since Alexander 2001Chapter 12: The Teacher and the Curriculum: Exploring Teacher AgencyChapter 13: Inclusion in Public Schools: Learning to Think and Learning to Live TogeChapter 14: Subordinate Subjects: The Work of the Hidden Curriculum in Post-Colonial GhanaChapter 15: Ethnicity and the CurriculumChapter 16: Gender and the CurriculumChapter 17: Children’s Rights and Student Voice: Their Intersections and the Implications for Curriculum and PedagogyChapter 18: Alongside Virtual Youth using the Internet: Creating and Researching Learning InteractionsChapter 19: Curriculum and Teacher DevelopmentChapter 20: Curriculum and Pedagogy: The Future of Teacher Professional Learning and the Development of Adaptive ExpertiseChapter 21: Pedagogy and Curriculum – Teachers as LearnersPART 3: CURRICULUM SUBJECTSChapter 22: Visual ArtChapter 23: The Performing Arts in Learning, Curriculum and CultureChapter 24: The ‘Value’ of Computers and Computing: Toward a New Axiology of Educational TechnologyChapter 25: GeographyChapter 26: History Curriculum: A Transatlantic AnalysisChapter 27: World Languages CurriculumChapter 28: Physical EducationChapter 29: Religious EducationChapter 30: Science Education and Economic Growth: Some Implications for Curriculum, Pedagogy and AssessmentChapter 31: Assessing Pre-College Engineering Education Curricula: A Holistic and Practice-Oriented PerspectiveChapter 32: Assessing Pre-College Engineering Education Curricula: A Holistic and Practice-Oriented PerspectivePART 4: AREAS OF THE CURRICULUMChapter 33: Transdisciplinarity in Curricular Theory and PracticeChapter 34: Language Policies and Planning for English Education in Post-Olympic ChinaChapter 35: Multilingual Education for All (MEFA): Empowering Non-Dominant Languages and Cultures Through Multilingual Curriculum DevelopmentChapter 36: Creativity, Education and CurriculaChapter 37: Creativity, Education and CurriculaChapter 38: Children’s Literature in the Classroom and the CurriculumChapter 39: The Literacy Curriculum: A Critical ReviewChapter 40: Numeracy in, Across and Beyond the School CurriculumChapter 41: Science, Technology, Engineering and Math (STEM) Curricula in the US and other ContextsChapter 42: College and Career Readiness for all: The Role of Career and Technical Education in the USPART 5: ASSESSMENT AND THE CURRICULUMChapter 43: Assessment and the CurriculumChapter 44: Teachers’ Perceptions of AssessmentChapter 45: The Role of Assessment in Pedagogy – and Why Validity MattersChapter 46: Assessment for Learning: A Pedagogical ToolChapter 47: Implementing Assessment for Learning in a Confucius Context: the Case of Hong Kong 2004–14Chapter 48: Assessment for Learning Community: Learners, Teachers and PolicymakersChapter 49: Curriculum Reform in Testing and Accountability ContextsChapter 50: Professional Standards and the Assessment Work of TeachersChapter 51: Curriculum in the Twenty-First Century and the Future of ExaminationsChapter 52: Student Assessment and its Relationship with Curriculum, Teaching and Learning in the Twenty-First CenturyChapter 53: National Assessment and Intelligent AccountabilityPART 6: THE CURRICULUM AND EDUCATIONAL POLICYChapter 54: Economic Impact of Education: Evidence and RelevanceChapter 55: Public and Private Boundaries in Curriculum and Educational PolicyChapter 56: International Assessments of Student Learning OutcomesChapter 57: Comparison and CountriesChapter 58: Effects of Globalized Assessment on Local Curricula: What Japanese teachers face and how they challenge itChapter 59: The Ebb and Flow of Curricular Autonomy: Balance Between Local Freedom and National Prescription in CurriculamChapter 60: National Standards in Policy and PracticeChapter 61: Curriculum Development and School Leadership: Unattainable Responsibility or Realistic Ambition?Chapter 62: Teacher Education – Making Connections with Curriculum, Pedagogy and Assessment

Dominic Wyse is Professor of Early Childhood and Primary Education at University College London (UCL), Institute of Education (IOE), and Academic Head of the Department of Learning and Leadership. Dominic is a Fellow of the Academy of Social Sciences (FAoSS), an elected member of the British Educational Research Association (BERA) Council, and a fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA). The main focus of Dominic’s research is curriculum and pedagogy. Key areas of work are the teaching of writing, reading and creativity. Dominic has extensive experience of funded research projects which he has disseminated in numerous peer-reviewed research journal articles and books. These include major international research volumes for which he is the lead editor (e.g. The SAGE Handbook of Curriculum, Pedagogy and Assessment), and bestselling books for students, teachers and educators  (e.g. Teaching English, Language and Literacy - 3rd Edition). His most recent book is A Guide to Early Years and Primary Teaching  (published by SAGE). He has been an editor, and on the editorial board, of internationally recognised research journals. He is currently an editor of the Curriculum Journal, one of the journals of the British Educational Research Association (BERA).

Curriculum, pedagogy and assessment are the gearbox, carburetor and battery of education:  deeply embedded in programmes of reform and teacher practices alike.  This collection strips down the engine room of education, drawing papers of exceptional range and breadth to provide a profound understanding of how education, at every level and in every setting actually operates.  Drawing together the broadest contributors range of contributors, this collection will be a seminal text for teachers, academics and policy makers for years to come.

• 1: IntroductionPART 1: THE EPISTEMOLOGY AND METHODOLOGY OF CURRICULUMChapter 2: Conceptions of CurriculumChapter 3 :Conceptions of CurriculumChapter 4: Aims of Education in a DemocracyChapter 5: Knowledge and the Curriculum: A Pragmatist ApproachChapter 6: Knowledge and the Curriculum in the Sociology of KnowledgeChapter 7: DidacticsChapter 8: Educational Neuroscience and LearningChapter 9: Rethinking Child-Centred EducationChapter 10: Practitioner Research: Understanding Teaching Through InquiryPART 2: CURRICULUM AND PEDAGOGYChapter 11: Culture and Pedagogy(ies): (What) have we Learned from and since Alexander 2001Chapter 12: The Teacher and the Curriculum: Exploring Teacher AgencyChapter 13: Inclusion in Public Schools: Learning to Think and Learning to Live TogeChapter 14: Subordinate Subjects: The Work of the Hidden Curriculum in Post-Colonial GhanaChapter 15: Ethnicity and the CurriculumChapter 16: Gender and the CurriculumChapter 17: Children’s Rights and Student Voice: Their Intersections and the Implications for Curriculum and PedagogyChapter 18: Alongside Virtual Youth using the Internet: Creating and Researching Learning InteractionsChapter 19: Curriculum and Teacher DevelopmentChapter 20: Curriculum and Pedagogy: The Future of Teacher Professional Learning and the Development of Adaptive ExpertiseChapter 21: Pedagogy and Curriculum – Teachers as LearnersPART 3: CURRICULUM SUBJECTSChapter 22: Visual ArtChapter 23: The Performing Arts in Learning, Curriculum and CultureChapter 24: The ‘Value’ of Computers and Computing: Toward a New Axiology of Educational TechnologyChapter 25: GeographyChapter 26: History Curriculum: A Transatlantic AnalysisChapter 27: World Languages CurriculumChapter 28: Physical EducationChapter 29: Religious EducationChapter 30: Science Education and Economic Growth: Some Implications for Curriculum, Pedagogy and AssessmentChapter 31: Assessing Pre-College Engineering Education Curricula: A Holistic and Practice-Oriented PerspectiveChapter 32: Assessing Pre-College Engineering Education Curricula: A Holistic and Practice-Oriented PerspectivePART 4: AREAS OF THE CURRICULUMChapter 33: Transdisciplinarity in Curricular Theory and PracticeChapter 34: Language Policies and Planning for English Education in Post-Olympic ChinaChapter 35: Multilingual Education for All (MEFA): Empowering Non-Dominant Languages and Cultures Through Multilingual Curriculum DevelopmentChapter 36: Creativity, Education and CurriculaChapter 37: Creativity, Education and CurriculaChapter 38: Children’s Literature in the Classroom and the CurriculumChapter 39: The Literacy Curriculum: A Critical ReviewChapter 40: Numeracy in, Across and Beyond the School CurriculumChapter 41: Science, Technology, Engineering and Math (STEM) Curricula in the US and other ContextsChapter 42: College and Career Readiness for all: The Role of Career and Technical Education in the USPART 5: ASSESSMENT AND THE CURRICULUMChapter 43: Assessment and the CurriculumChapter 44: Teachers’ Perceptions of AssessmentChapter 45: The Role of Assessment in Pedagogy – and Why Validity MattersChapter 46: Assessment for Learning: A Pedagogical ToolChapter 47: Implementing Assessment for Learning in a Confucius Context: the Case of Hong Kong 2004–14Chapter 48: Assessment for Learning Community: Learners, Teachers and PolicymakersChapter 49: Curriculum Reform in Testing and Accountability ContextsChapter 50: Professional Standards and the Assessment Work of TeachersChapter 51: Curriculum in the Twenty-First Century and the Future of ExaminationsChapter 52: Student Assessment and its Relationship with Curriculum, Teaching and Learning in the Twenty-First CenturyChapter 53: National Assessment and Intelligent AccountabilityPART 6: THE CURRICULUM AND EDUCATIONAL POLICYChapter 54: Economic Impact of Education: Evidence and RelevanceChapter 55: Public and Private Boundaries in Curriculum and Educational PolicyChapter 56: International Assessments of Student Learning OutcomesChapter 57: Comparison and CountriesChapter 58: Effects of Globalized Assessment on Local Curricula: What Japanese teachers face and how they challenge itChapter 59: The Ebb and Flow of Curricular Autonomy: Balance Between Local Freedom and National Prescription in CurriculamChapter 60: National Standards in Policy and PracticeChapter 61: Curriculum Development and School Leadership: Unattainable Responsibility or Realistic Ambition?Chapter 62: Teacher Education – Making Connections with Curriculum, Pedagogy and Assessment