The Making Of The Curriculum
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| Author | : Ivor F Goodson |
| Publisher | : Routledge |
| Total Pages | : 241 |
| Release | : 2002-11-01 |
| Genre | : Education |
| ISBN | : 1135720320 |
The first edition of The Making of Curriculum was published in 1988 and reviewers hailed it as a seminal work in the field. In that work Goodson explored a number of aspects of the so-called traditional subjects and described the way they develop over time to a point where they can be promoted as 'academic' disciplines. He showed that the claim to be academic was in fact the result of a substantial political contest covering a century or more. The traditional subject was, in short, invented. The first edition of this book provided a series of challenging insights for those desiring to make sense of the current debate over schooling. In this new and extended second edition, Bill Pinar adds an illuminating introduction and Goodson brings his argument up-to-date with a discussion of the National Curriculum - 'a contemporary initiative in the making of curriculum.'
| Author | : Mark Priestley |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 251 |
| Release | : 2021-01-20 |
| Genre | : Education |
| ISBN | : 1838677372 |
In the context of profound social, political and technological changes, recent global trends in education have included the emergence of new forms of curriculum policy. Addressing a gap in the literature, this book investigates the ways in which curriculum policy is influenced, formulated, and enacted in a number of countries-cases in Europe.
| Author | : Pam Goble |
| Publisher | : Free Spirit Publishing |
| Total Pages | : 225 |
| Release | : 2016-02-22 |
| Genre | : Education |
| ISBN | : 1631980629 |
From body art to baseball cards, comics to cathedrals, pie charts to power ballads . . . students need help navigating today’s media-rich world. And educators need help teaching today’s new media literacy. To be literate now means being able to read, write, listen, speak, view, and represent across all media—including both print and nonprint texts, such as film, TV, podcasts, websites, visual art, fashion, architecture, landscape, and music. This book offers secondary teachers in all content areas a flexible, interdisciplinary approach to integrate these literacies into their curriculum. Students form cooperative learning groups to evaluate media texts from various perspectives (artist, producer, sociologist, sound mixer, economist, poet, set designer, and more) and show their thinking using unique graphic organizers aligned to the Common Core State Standards
| Author | : Angela Di Michele Lalor |
| Publisher | : ASCD |
| Total Pages | : 183 |
| Release | : 2021-07-21 |
| Genre | : Education |
| ISBN | : 1416630252 |
At the heart of education are two fundamental questions: What should we teach? and How should we teach it? Educators striving to design and deliver the best-possible learning experiences can feel overwhelmed by the possibilities. To help them make these critical decisions, Angela Di Michele Lalor identifies five key priorities of a curriculum that matters—practices, deep thinking, social and emotional learning, civic engagement and discourse, and equity. Emphasizing the importance of schools' determining their own path forward, Lalor provides a framework for action by * Describing how each element contributes to a rigorous, meaningful curriculum, * Providing strategies for incorporating each element into daily instruction and assessment, and * Offering reflection activities to identify strengths, needs, and possible next steps. With insightful observations, research-based background information, and real-world examples from a variety of schools and districts, Making Curriculum Matter presents teachers and administrators with a path for reaching their most important overall goal: to provide comprehensive, meaningful learning to all students.
| Author | : Brent Carnell |
| Publisher | : UCL Press |
| Total Pages | : 304 |
| Release | : 2017-11-13 |
| Genre | : Education |
| ISBN | : 1787350878 |
A complementary volume to Dilly Fung’s A Connected Curriculum for Higher Education (2017), this book explores ‘research-based education’ as applied in practice within the higher education sector. A collection of 15 chapters followed by illustrative vignettes, it showcases approaches to engaging students actively with research and enquiry across disciplines. It begins with one institution’s creative approach to research-based education – UCL’s Connected Curriculum, a conceptual framework for integrating research-based education into all taught programmes of study – and branches out to show how aspects of the framework can apply to practice across a variety of institutions in a range of national settings. The 15 chapters are provided by a diverse range of authors who all explore research-based education in their own way. Some chapters are firmly based in a subject-discipline – including art history, biochemistry, education, engineering, fashion and design, healthcare, and veterinary sciences – while others reach across geopolitical regions, such as Australia, Canada, China, England, Scotland and South Africa. The final chapter offers 12 short vignettes of practice to highlight how engaging students with research and enquiry can enrich their learning experiences, preparing them not only for more advanced academic learning, but also for professional roles in complex, rapidly changing social contexts.
| Author | : William A. Reid |
| Publisher | : IAP |
| Total Pages | : 204 |
| Release | : 2006-04-01 |
| Genre | : Education |
| ISBN | : 1607527170 |
In this far-reaching discussion of curriculum and liberal education, William A. Reid compares curriculum making to the idea of “pursuit.” Like justice, Reid argues that curriculum is not something that we own or possess in a material sense; rather, it is an achievement that anyone involved in schooling must and should pursue. Drawing upon the acclaimed work of Joseph J. Schwab, Reid discusses four traditions within curriculum theory (the systematic, the radical, the existentialist, and the deliberative), and then makes his case that a deliberative perspective is the soundest, most long-lasting philosophical tradition for curriculum theorists to follow. Reid’s goal is to persuade readers to engage in the age-old practice of deliberation. Wesley Null introduces readers to Reid’s book with a new introduction and postscript that connect the Schwab-Reid tradition to the ancient roots upon which deliberative theory is based. Null also draws connections between Reid’s text and contemporary issues facing curriculum and education in 21st century America. In a world in which passion-driven arguments for extreme views on curriculum often dominate discussions, Reid’s book offers a balanced perspective that is rooted in reason, wisdom, and a deep-seated commitment to justice and the public good. This book speaks directly to teachers, school administrators, university faculty, and anyone else who is interested in thinking clearly about the question of what should be taught in America’s schools.
| Author | : Bill Bigelow |
| Publisher | : Rethinking Schools |
| Total Pages | : 433 |
| Release | : 2014-11-14 |
| Genre | : Education |
| ISBN | : 0942961579 |
A People’s Curriculum for the Earth is a collection of articles, role plays, simulations, stories, poems, and graphics to help breathe life into teaching about the environmental crisis. The book features some of the best articles from Rethinking Schools magazine alongside classroom-friendly readings on climate change, energy, water, food, and pollution—as well as on people who are working to make things better. A People’s Curriculum for the Earth has the breadth and depth ofRethinking Globalization: Teaching for Justice in an Unjust World, one of the most popular books we’ve published. At a time when it’s becoming increasingly obvious that life on Earth is at risk, here is a resource that helps students see what’s wrong and imagine solutions. Praise for A People's Curriculum for the Earth "To really confront the climate crisis, we need to think differently, build differently, and teach differently. A People’s Curriculum for the Earth is an educator’s toolkit for our times." — Naomi Klein, author of The Shock Doctrine and This Changes Everything: Capitalism vs. the Climate "This volume is a marvelous example of justice in ALL facets of our lives—civil, social, educational, economic, and yes, environmental. Bravo to the Rethinking Schools team for pulling this collection together and making us think more holistically about what we mean when we talk about justice." — Gloria Ladson-Billings, Kellner Family Chair in Urban Education, University of Wisconsin-Madison "Bigelow and Swinehart have created a critical resource for today’s young people about humanity’s responsibility for the Earth. This book can engender the shift in perspective so needed at this point on the clock of the universe." — Gregory Smith, Professor of Education, Lewis & Clark College, co-author with David Sobel of Place- and Community-based Education in Schools
| Author | : Ivor F Goodson |
| Publisher | : Routledge |
| Total Pages | : 248 |
| Release | : 2002-11-01 |
| Genre | : Education |
| ISBN | : 1135720312 |
The first edition of The Making of Curriculum was published in 1988 and reviewers hailed it as a seminal work in the field. In that work Goodson explored a number of aspects of the so-called traditional subjects and described the way they develop over time to a point where they can be promoted as 'academic' disciplines. He showed that the claim to be academic was in fact the result of a substantial political contest covering a century or more. The traditional subject was, in short, invented. The first edition of this book provided a series of challenging insights for those desiring to make sense of the current debate over schooling. In this new and extended second edition, Bill Pinar adds an illuminating introduction and Goodson brings his argument up-to-date with a discussion of the National Curriculum - 'a contemporary initiative in the making of curriculum.'
| Author | : Aída Walqui |
| Publisher | : Teachers College Press |
| Total Pages | : 257 |
| Release | : 2019 |
| Genre | : Education |
| ISBN | : 0807776858 |
This book presents an ambitious model for how educators can design high-quality, challenging, and supportive learning opportunities for English Learners and other students identified to be in need of language and literacy support. Starting with the premise that conceptual, analytic, and language practices develop simultaneously as students engage in disciplinary learning, the authors argue for instruction that amplifies—rather than simplifies—expectations, concepts, texts, and learning tasks. The authors offer clear guidance for designing lessons and units and provide examples that demonstrate the approach in various subject areas, including math, science, English, and social studies. This practical resource will guide teachers through the coherent design of tasks, lessons, and units of study that invite English Learners (and all students) to engage in productive, meaningful, and intellectually engaging activity. “This book offers the most detailed guide available for designing instruction for students categorized as ELLs. Theoretically grounded and informed by years of implementation and study, this work is without equal in the field. I recommend the book enthusiastically as required reading in all teacher preparation programs.” —Guadalupe Valdés, Bonnie Katz Tenenbaum Professor of Education, Stanford Graduate School of Education “Reflecting its title, this book is an amplification of what it means to provide the best learning opportunities for English Language learners. Drawing on classroom-based research, Amplifying the Curriculum offers many practical examples of intellectually engaging units and tasks. This innovative book belongs on the bookshelves of all teachers.” —Pauline Gibbons, UNSW Sydney “This timely book is a call to educators across the nation to integrate language, literacy, and disciplinary knowledge to improve the education of our new American students.” —Tatyana Kleyn, The City College of New York
| Author | : Robert Lake |
| Publisher | : IAP |
| Total Pages | : 162 |
| Release | : 2013-03-01 |
| Genre | : Education |
| ISBN | : 1623962676 |
A Curriculum of Imagination in an Era of Standardization In A Curriculum of Imagination in an Era of Standardization: An Imaginative Dialogue with Maxine Greene and Paulo Freire, a volume in Landscapes of Education [Series Editors: William H. Schubert, University of Illinois at Chicago & Ming Fang He, Georgia Southern University], Robert Lake explores with the reader what is meant by imagination in the work of Maxine Greene and Paulo Freire and their relevance in an era of increasingly standardized and highly scripted practices in the field of education. The author explores how imagination permeates every aspect of life with the intent to develop capacity with the readers to look beyond the taken-for-granted, to question the normal, to develop various ways of knowing, seeing, feeling, and to imagine and act upon possibilities for positive social and educational change. The principal aspect of the work illustrated in this book that distinguishes it from other work is that an “imaginary” dialogue between Maxine Greene and Paulo Freire runs through the book using actual citations from their work. Each chapter starts with such a dialogue interspersed with the works of others and the author’s critical autobiographical reflections. With a brief overview of the socio-cultural evolution of imagination from pre-literate times to the present, the author explores some of the current iterations of imagination including the eugenics movement and “dark” imagination, sensing gaps and creative/critical imagination, metaphors as the language of imagination and empathy as social imagination. Reflecting upon emerging tensions, challenges, and possibilities curriculum workers face in such an era of standardization, the author calls for a curriculum of imagination. After providing a brief overview of the socio-cultural evolution of imagination from pre-literate times to the present, the author looks at some of the current iterations of imagination, including the eugenics movement and “dark” imagination, sensing gaps and creative/critical imagination, metaphors as the language of the imagination, and empathy as social imagination. All of these ideas are then incorporated in a curriculum of imagination that is envisioned through Joseph Schwab’s four commonplaces of curriculum followed by a discussion of emerging tensions, issues and possibilities for praxis and scholarship in present and future inquiry.
