Curriculum Studies Curriculum Forms
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| Author | : Edmund C. Short |
| Publisher | : State University of New York Press |
| Total Pages | : 350 |
| Release | : 1991-07-03 |
| Genre | : Education |
| ISBN | : 1438419899 |
This book presents an overview of seventeen forms of inquiry used in curriculum research in education. Conventional disciplinary forms of inquiry, such as philosophical, historical, and scientific, are described, as well as more recently acknowledged forms such as ethnographic, aesthetic, narrative, phenomenological, and hermeneutic. Interdisciplinary forms such as theoretical, normative, critical, deliberative, and action research are also included. These forms of inquiry are distinguished from one another in terms of purposes, types of research questions addressed, and the processes and logic of procedure employed in arriving at knowledge claims.
| Author | : David Scott |
| Publisher | : Taylor & Francis |
| Total Pages | : 498 |
| Release | : 2003 |
| Genre | : Education |
| ISBN | : 9780415291675 |
| Author | : David J. Flinders |
| Publisher | : Psychology Press |
| Total Pages | : 359 |
| Release | : 2004 |
| Genre | : Curriculum change |
| ISBN | : 0415945232 |
Grounded in historical essays, this volume provides context for the growing field of curriculum studies, reflecting on dominant trends in the field & sampling the best of current scholarship.
| 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 | : William F. Pinar |
| Publisher | : Routledge |
| Total Pages | : 448 |
| Release | : 2012-03-22 |
| Genre | : Education |
| ISBN | : 1136860703 |
This primer for teachers (prospective and practicing) asks readers to question the historical present and their relation to it, and in so doing, to construct their own understandings of what it means to teach, to study, to become "educated" in the present moment. Curriculum theory is the scholarly effort – inspired by theory in the humanities, arts and interpretive social sciences – to understand the curriculum, defined here as "complicated conversation." Rather than the formulation of objectives to be evaluated by (especially standardized) tests, curriculum is communication informed by academic knowledge, and it is characterized by educational experience. Pinar recasts school reform as school deform in which educational institutions devolve into cram schools preparing for standardized exams, and traces the history of this catastrophe starting in 1950s. Changes in the Second Edition: Introduces Pinar’s formulation of allegories-of-the-present — a concept in which subjectivity, history, and society become articulated through the teacher’s participation in the complicated conversation that is the curriculum; features a new chapter on Weimar Germany (as an allegory of the present); includes new chapters on the future, and on the promises and risks of technology.
| Author | : Judy Wearing |
| Publisher | : Routledge |
| Total Pages | : 327 |
| Release | : 2019-07-16 |
| Genre | : Education |
| ISBN | : 1351167065 |
Offering an accessible entry into curriculum theory, this book defines and contextualizes key concepts for novice and experienced students. Leading scholars in curriculum studies provide short anchor texts that introduce, define, and situate contemporary curriculum theory constructs. Each anchor text is followed by two concise, creative keyword responses that demonstrate varied perspectives and connections, allowing readers to reflect on and engage with the personal relevance of these fundamental concepts. Useful to instructors and scholars alike, this book explains keyword writing as a teaching and learning strategy and invites readers to enter the complicated conversations of contemporary curriculum theory through their own creative, personal responses. Featuring wide-ranging, nuanced, and varied commentary on major relevant themes, as well as discussion questions for students, this book is an essential text for doctoral and masters-level courses in curriculum studies.
| Author | : National Center for History in the Schools (U.S.) |
| Publisher | : |
| Total Pages | : 244 |
| Release | : 1996 |
| Genre | : Education |
| ISBN | : |
This sourcebook contains more than twelve hundred easy-to-follow and implement classroom activities created and tested by veteran teachers from all over the country. The activities are arranged by grade level and are keyed to the revised National History Standards, so they can easily be matched to comparable state history standards. This volume offers teachers a treasury of ideas for bringing history alive in grades 5?12, carrying students far beyond their textbooks on active-learning voyages into the past while still meeting required learning content. It also incorporates the History Thinking Skills from the revised National History Standards as well as annotated lists of general and era-specific resources that will help teachers enrich their classes with CD-ROMs, audio-visual material, primary sources, art and music, and various print materials. Grades 5?12
| Author | : David Scott |
| Publisher | : Taylor & Francis |
| Total Pages | : 584 |
| Release | : 2003 |
| Genre | : Education |
| ISBN | : 9780415291668 |
| Author | : Mindy R. Carter |
| Publisher | : Routledge |
| Total Pages | : 351 |
| Release | : 2017-07-20 |
| Genre | : Education |
| ISBN | : 1315466996 |
Highlighting Rita L. Irwin’s significant work in the fields of curriculum studies and arts education, this collection honors her well-known contribution of a/r/tography to curriculum studies in the form of arts based educational research and, beyond this, her contributions towards understanding the inseparability of making, knowing, and being. Together the chapters document an important beginning, as well as an ongoing transitional time in which curriculum understood as aesthetic text is awakening to the ways in which art practices stimulate a social awareness at the level of other embodied practices. Organized in three themes, gathering, transforming, and becoming, this volume brings together a selection of Irwin’s single and co-authored essays to offer a variety of rich perspectives to scholars and students in the field of education who are interested in the ways in which arts-based research allows the possibilities of bringing together the artistic, pedagogical, and scholarly selves of an educator.
| Author | : Philip H. Taylor |
| Publisher | : Routledge |
| Total Pages | : 253 |
| Release | : 2018-10-03 |
| Genre | : Education |
| ISBN | : 0429844190 |
Originally published in 1979 with a second edition in 1985. A basic text for students of education and teachers who are coming to terms for the first time with the nature of the curriculum. It introduces the reader to the professional field that is of concern to all engaged in the practical enterprise of education in a way which provides a ‘feel’ for the preoccupations of the area and a ‘sense’ of its complexities. With annotated further reading included, the book reflects developments in all the major areas in curriculum design and evaluation and in effecting curriculum change, plus research and theory.
