The chapters on the Curriculum and Assessment and Learning are useful. The second section is much too indepth for first degree Curriculum Studies students′ needs.

• Introduction - Patricia MurphyPART ONE: THINKING ABOUT LEARNINGOn Becoming Labelled - The Story of Adam - R P McDermottPART TWO: VIEWS OF THE MIND IMPLICATIONS FOR LEARNING AND ASSESSMENTReconstructing Educational Psychology - Eric BredoIs Everyone Musical? - John A Sloboda, Jane W Davidson and Michael J A HoweMaking up the Mind - Oliver SacksCognitive Development through Social Interaction - Barbara RogoffVygotsky and PiagetLegitimate Peripheral Participation - Jean Lave and Etienne WengerAssessment in Context - Howard GardnerAssessment, Learning Theories and Testing Systems - Paul BlackWhere Is the Mind? - Paul CobbPART THREE: LEARNING AND ASSESSMENTCURRICULUM IMPLICATIONSProblem Solving as a Basis for Reform in Curriculum and Instruction - James Hiebert et alThe Case of MathematicsAssessment Issues in a Performance-Based Subject - Doune Macdonald and Ross BrookerA Case Study of Physical EducationOutcomes, Competencies and Trainee-Centred Learning - Alison WolfThe Gap between Rhetoric and RealitySituated Learning and Transfer - Hans Gruber et alImplications for TeachingWhen Is Experiential Learning Not Experiential Learning? - Mike WallacePART FOUR: LEARNING AND ASSESSMENT PROCESSESDesign of MIST - A System To Help Students Develop Metacognition - Sadhana Puntambekar and Benedict du BoulaySupporting Collaborative Learning - Patricia MurphyA Gender DimensionThe Validity and Reliability of Assessments and Self-Assessments of Work-Based Learning - Yves BenettCultural Bridging and Children′s Learning - Kathy Stredder with Karen Emmott and Chris CarpenterAnyone for Tennis? Social Class Differences in Children′s Responses to National Curriculum Mathematics Testing - Barry Cooper and M[ac]air[ac]ead DunneSecuring Conceptual Development in Workplaces - Stephen Billett and Judy Rose

The chapters on the Curriculum and Assessment and Learning are useful. The second section is much too indepth for first degree Curriculum Studies students′ needs.

• Introduction - Patricia MurphyPART ONE: THINKING ABOUT LEARNINGOn Becoming Labelled - The Story of Adam - R P McDermottPART TWO: VIEWS OF THE MIND IMPLICATIONS FOR LEARNING AND ASSESSMENTReconstructing Educational Psychology - Eric BredoIs Everyone Musical? - John A Sloboda, Jane W Davidson and Michael J A HoweMaking up the Mind - Oliver SacksCognitive Development through Social Interaction - Barbara RogoffVygotsky and PiagetLegitimate Peripheral Participation - Jean Lave and Etienne WengerAssessment in Context - Howard GardnerAssessment, Learning Theories and Testing Systems - Paul BlackWhere Is the Mind? - Paul CobbPART THREE: LEARNING AND ASSESSMENTCURRICULUM IMPLICATIONSProblem Solving as a Basis for Reform in Curriculum and Instruction - James Hiebert et alThe Case of MathematicsAssessment Issues in a Performance-Based Subject - Doune Macdonald and Ross BrookerA Case Study of Physical EducationOutcomes, Competencies and Trainee-Centred Learning - Alison WolfThe Gap between Rhetoric and RealitySituated Learning and Transfer - Hans Gruber et alImplications for TeachingWhen Is Experiential Learning Not Experiential Learning? - Mike WallacePART FOUR: LEARNING AND ASSESSMENT PROCESSESDesign of MIST - A System To Help Students Develop Metacognition - Sadhana Puntambekar and Benedict du BoulaySupporting Collaborative Learning - Patricia MurphyA Gender DimensionThe Validity and Reliability of Assessments and Self-Assessments of Work-Based Learning - Yves BenettCultural Bridging and Children′s Learning - Kathy Stredder with Karen Emmott and Chris CarpenterAnyone for Tennis? Social Class Differences in Children′s Responses to National Curriculum Mathematics Testing - Barry Cooper and M[ac]air[ac]ead DunneSecuring Conceptual Development in Workplaces - Stephen Billett and Judy Rose

The chapters on the Curriculum and Assessment and Learning are useful. The second section is much too indepth for first degree Curriculum Studies students′ needs.

• Introduction - Patricia MurphyPART ONE: THINKING ABOUT LEARNINGOn Becoming Labelled - The Story of Adam - R P McDermottPART TWO: VIEWS OF THE MIND IMPLICATIONS FOR LEARNING AND ASSESSMENTReconstructing Educational Psychology - Eric BredoIs Everyone Musical? - John A Sloboda, Jane W Davidson and Michael J A HoweMaking up the Mind - Oliver SacksCognitive Development through Social Interaction - Barbara RogoffVygotsky and PiagetLegitimate Peripheral Participation - Jean Lave and Etienne WengerAssessment in Context - Howard GardnerAssessment, Learning Theories and Testing Systems - Paul BlackWhere Is the Mind? - Paul CobbPART THREE: LEARNING AND ASSESSMENTCURRICULUM IMPLICATIONSProblem Solving as a Basis for Reform in Curriculum and Instruction - James Hiebert et alThe Case of MathematicsAssessment Issues in a Performance-Based Subject - Doune Macdonald and Ross BrookerA Case Study of Physical EducationOutcomes, Competencies and Trainee-Centred Learning - Alison WolfThe Gap between Rhetoric and RealitySituated Learning and Transfer - Hans Gruber et alImplications for TeachingWhen Is Experiential Learning Not Experiential Learning? - Mike WallacePART FOUR: LEARNING AND ASSESSMENT PROCESSESDesign of MIST - A System To Help Students Develop Metacognition - Sadhana Puntambekar and Benedict du BoulaySupporting Collaborative Learning - Patricia MurphyA Gender DimensionThe Validity and Reliability of Assessments and Self-Assessments of Work-Based Learning - Yves BenettCultural Bridging and Children′s Learning - Kathy Stredder with Karen Emmott and Chris CarpenterAnyone for Tennis? Social Class Differences in Children′s Responses to National Curriculum Mathematics Testing - Barry Cooper and M[ac]air[ac]ead DunneSecuring Conceptual Development in Workplaces - Stephen Billett and Judy Rose