Complexity and Curriculum: A process approach to curriculum-making

By P. Knight. 2001

276 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/034f811ea982720eba8f50ff782ac38252612e3c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Mantz Yorke *
2. Dan van der Horst
3. P. Knight
4. Graham R. Gibbs

In Education

1. Mantz Yorke *
2. Graham R. Gibbs
3. Dan van der Horst
4. P. Knight
5. T. Jessop
6. Yassein El Hakim
7. D. Carless
8. G. Joughin

In Human Factors and Ergonomics

1. Dan van der Horst
2. Mantz Yorke *
3. Graham R. Gibbs
4. P. Knight

Citations in the corpus

• Employability and Good Learning in Higher Education (2003, background): “As we have just said, we can make good, albeit fuzzy, predictions about the learning of groups, but that draws upon the probabilistic thinking of complexity theories (Knight, 2001), rather than upon the misleading certainties of traditional instructional design processes (see Ganasan et al., 2002).”
• Social enterprise and renewable energy: emerging initiatives and communities of practice (2008, background): “The notion of communities of practice or even communities of learning (Knight, 2001) is a key feature for the development of successful initiatives and the replication of lessons learned.”
• The whole is greater than the sum of its parts: a large-scale study of students’ learning in response to different programme assessment patterns (2014, background): “It might also challenge programme teams to pay more attention to curriculum development, of which assessment is a key part, and which has been described as conceptually weak in higher education (Barnett and Coate 2005; Knight 2001).”