Abstract
The purpose of this chapter is to treat the curriculum as part of school system organization and to establish its link to the technology of instruction. It will not deal with individual achievement or with the connection between schools and society but rather will address the question of how the curriculum can be seen as an organizational force, hitherto neglected, that drives the school’s technology—classroom instruction.
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Dreeben, R., Barr, R. (1987). An Organizational Analysis of Curriculum and Instruction. In: Hallinan, M.T. (eds) The Social Organization of Schools. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-0468-3_2
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DOI: https://doi.org/10.1007/978-1-4899-0468-3_2
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