In her analysis of a small parochial
system in the Caribbean, Shirley McGarrells incisive
research highlights a subtle yet insidious truth: what is
NOT taught in schools (the null curriculum) may be more
important than what IS. She shows how the choice of what is
taught is a complex one ranging from central office
policycrats, to building administrators, and finally, to the
ultimate arbiters of the learning process, classroom
teachers. McGarrells work graphically illustrates how an
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