Abstract
The issue of knowledge and skills as competing factors in education has been considered in BJME editorials previously, notably 30(2) and 33(2) (Fautley & Murphy, 2013, 2016). This is a matter which not only affects the English system specifically, however, as there are strains of it being felt in many jurisdictions throughout the world. It is worth revisiting in this editorial because of a number of elements of the ways in which conceptualisations of this dichotomy are influencing what is enacted in policy. This is having an impact at both the macro and micro levels in and between schools and education systems (Schmidt, 2017).
Publisher
Cambridge University Press (CUP)
Reference7 articles.
1. Swanwick K. (1999). Teaching music musically. London, Routledge.
2. Atmospheres of progress in a data-based school
3. The nature of music itself, and the knowledge versus skills debate in music education
4. Campbell D. (1976). Assessing the Impact of Planned Social Change. Social Research and Public Policies: The Dartmouth/ OECD Conference. G. Lyons. Hanover, NH, Public Affairs Center, Dartmouth College.
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献