Curriculum theory: conflicting visions and enduring concerns
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Los Angeles [u.a.]
SAGE
2013
|
| Edition: | 2. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references and index |
| Physical Description: | XXI, 297 Seiten Ill-. graph. Darst. |
| ISBN: | 9781412988902 |
Staff View
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| 245 | 1 | 0 | |a Curriculum theory |b conflicting visions and enduring concerns |c Michael Stephen Schiro |
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Record in the Search Index
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| adam_text | IMAGE 1
.:. DETAILED CONTENTS
PREFACE ACKNOWLEDGMENTS
XV
XXI
CHAPTER I: INTRODUCTION TO THE CURRICULUM IDEOLOGIES YOUR BELIEFS ABOUT
CURRICULUM 4 THE CURRICULUM IDEOLOGIES 4 THE SCHOLAR ACADEMIC IDEOLOGY 4
THE SOCIAL EFFICIENCY IDEOLOGY 5 THE LEARNER CENTERED IDEOLOGY 5 THE
SOCIAL RECONSTRUCTION IDEOLOGY 6 HISTORICAL PERSPECTIVE ON THE
IDEOLOGIES 7 CURRICULUM WORKERS 7
THE NATURE OF THE CURRICULUM IDEOLOGIES 8
CHAPTER 2: SCHOLAR ACADEMIC IDEOLOGY 15
SCHOLAR ACADEMIC CURRICULA 15 UICSM AND SMSG SCHOOL MATHEMATICS 16 MAN:
A COURSE OF STUDY 17 CURRICULUM AND THE DISCIPLINES 19
INITIATION INTO THE DISCIPLINES 20 GROUNDING CURRICULUM IN A DISCIPLINE
21 DRAWING UPON THE DISCIPLINE S KNOWLEDGE 21 PRIORITIES 23 DISCIPLINES,
INTELLECT, KNOWLEDGE: AN ASSUMED EQUIVALENCE 24
EDUCATION AS AN EXTENSION OF DISCIPLINES, INTELLECT, KNOWLEDGE 25
DISCIPLINES, INTELLECT, KNOWLEDGE: GLOBAL CONSIDERATIONS 25 DISCIPLINES,
INTELLECT, KNOWLEDGE: LOCAL CONSIDERATIONS 26 THE ACADEMIC DISCIPLINES
27
THE DISCIPLINE AS A COMMUNITY 27 THE DISCIPLINE AS A HIERARCHICAL
COMMUNITY 27 THE LEARNING ~ TEACHING DYNAMIC OF THE DISCIPLINE 29 THE
EDUCATIVE PROCESS WITHIN THE ACADEMIC COMMUNITY 29 CURRICULUM ISSUES 30
CLASSIFICATION AND SELECTION OF DISCIPLINES 30
IMAGE 2
CURRICULUM AS A REFLECTION OF THE DISCIPLINE 32
CURRICULUM IMPROVEMENT 34 HISTORICAL CONTEXT 35 AIMS 42 KNOWLEDGE 43
THE NATURE OF KNOWLEDGE 43 THE FORM OF KNOWLEDGE 43 THE ORIGIN OF
CURRICULUM KNOWLEDGE 44 KNOWLEDGE AND OBJECTIVE REALITY 44 THE CHILD 45
THE CHILD AS MIND 45 THE CHILD AS MEMORY AND REASON 45 THE INCOMPLETE
CHILD 45 LEARNING 46
THE LEARNING H TEACHING DYNAMIC 46 DIRECTION WITHIN THE LEARNING H
TEACHING DYNAMIC 46 TRANSMITTING AND RECEIVING AGENTS OF THE LEARNING H
TEACHING DYNAMIC 46
LEARNING THEORY AS REFLECTION OF THE DISCIPLINE 47 LACK OF CONCERN WITH
FORMAL LEARNING THEORY 47 MANY THEORIES OF LEARNING 47 LEARNING TO
PARALLEL INQUIRY 47
READINESS 48 TEACHING 48 TEACHERS AS MEMBERS OF A DISCIPLINE 48 TEACHERS
AS TRANSMITTERS, MEDIATORS, OR TRANSLATORS 49
TEACHING METHODS 50 EVALUATION 52 STUDENT EVALUATION 53 CURRICULUM
EVALUATION 53
CONCLUDING PERSPECTIVE 54
CHAPTER 3: SODAL EFFIDENEY IDEOLOGY A SCIENTIFIC TECHNIQUE OF CURRICULUM
MAKING 57 PROGRAMMED CURRICULUM AND THE BEHAVIORAL ENGINEER 60
PROGRAMMED CURRICULUM 61
BEHAVIORAL ENGINEERING 63 THE ANALOGY 65 OBJECTIVES AND STANDARDS 66
EDUCATION 67
SCIENTIFIC INSTRUMENTALISM 68 SOCIAL ORIENTATION 68 SOCIETY 68
PEOPLE IN SOCIETY 68
57
IMAGE 3
EDUCATING PEOPLE TO LIVE IN SOCIETY 69
EDUCATION FOR A BETTER SOCIETY 70 OBJECTIVES 71 THE FORM OF OBJECTIVES
71
GATHERING TERMINAL OBJECTIVES 73 ACQUIRING PROGRESSIVE OBJECTIVES 73
ATOMISM 75 OBJECTIVE REALITY 75
CAUSALITY 76 ENDS, MEANS, AND INSTRUMENTAL VALUES 77 HISTORICAL CONTEXT
78 SOCIAL REFORM 78
UTILITARIAN EDUCATION 79 BEHAVIORAL PSYCHOLOGY 80 SCIENTIFIC METHODOLOGY
80 A CENTURY OF FORGETTING 81
ACCOUNTABILITY MOVEMENT: FROM EDUCATIONAL TO ADMINISTRATIVE AND
POLITICAL INITIATIVES 82 AIMS 84 KNOWLEDGE 84
THE NATURE OF KNOWLEDGE 84 KNOWLEDGE AND OBJECTIVE REALITY 86 LEARNING
87 A BEHAVIORAL VIEWPOINT 88
ASSUMPTIONS ABOUT LEARNING 89 READINESS 90 THE CHILD 91 LACK OF CONCERN
91
THE CHILD AS A WORKER 92 INDIVIDUALIZED PROGRAMMED INSTRUCTION 92
TEACHING 92 ROLE OF THE TEACHER 92
CONSEQUENCES 93 EVALUATION 94 REASONS FOR EVALUATION 94 THE NATURE OF
EVALUATION 96
OBJECTIVITY AND ATOMIZATION 96 APPROPRIATENESS OF EVALUATION 96
CONCLUDING PERSPECTIVE 97
CHAPTER 4: LEARNER CENTERED IDEOLOGY IDEAL SCHOOLS 99 IDEAL SCHOOLS FOR
ALL LEARNERS 100 A LEARNER CENTERED CURRICULUM 101
99
IMAGE 4
THE IDEAL SCHOOL 104
THE LEARNER-CENTERED SCHOOL 105 THE ACTIVITY SCHOOL 106 THE ORGANIC
SCHOOL 110 THE INTEGRATED SCHOOL 112 LEARNERS 114
THE LEARNER AS CENTRAL FOCUS 114 THE NATURE OF THE LEARNER 115 THE
GROWING INDIVIDUAL 116 THE LEARNER IN THE PRESENT TENSE 116 LEARNING 116
DEVELOPMENTAL VIEWPOINT 116 LEARNING THEORY 118 LEARNING LEADS TO
KNOWLEDGE 118 TEACHING AND LEARNING IN INSTRUCTIONAL ENVIRONMENTS 119
THE PERSON IN AN ENVIRONMENT 119 THE LEARNING ENVIRONMENT 120 STRUCTURE
OF THE LEARNING ENVIRONMENT 121 TEACHING 123
FREEDOM, INDIVIDUALISM, AND SHARED RESPONSIBILITY 124 THE CURRICULUM:
UNIT OFWORK VERSUS SCHOOL SUBJECT 126 SCOPE 126 SEQUENCE 127
FLEXIBILITY 127 CONCERN FOR THE WHOLE PERSON 127 MOVEMENT FROM THE
CONCRETE TO THE ABSTRACT 127 RESPONSIBILITY 128 HISTORICAL CONTEXT 128
AIMS 132
THE CHILD 133 THE CHILD AS AN INTEGRATED PERSON 133 THE CHILD AS A
MEANING-MAKING ORGANISM 133 THE CHILD S SUBJECTIVE BEING 134 LEARNING
134
LEARNING AS NATURAL 134 THE MECHANICS OF LEARNING 135 STAGES OF LEARNING
136 TEACHING 137
THE TEACHER AS DIAGNOSTICIAN 137 THE TEACHER AS PROVIDER OF THE
ENVIRONMENT FOR LEARNING 138 THE TEACHER AS FACILITATOR OF LEARNING 139
CHARACTERISTICS OF THE TEACHER 140
IMAGE 5
KNOWLEDGE 140
PERSONAL MEANING AND KNOWLEDGE CONSTRUCTION 140 KNOWLEDGE AND EXPERIENCE
142 KNOWLEDGE AS A DERIVATIVE CONCEPT 143 KNOWLEDGE AND REALITY 144
EVALUATION 144
ASSESSMENT FOR GROWTH 144 STANDARDIZED OBJECTIVE TESTING 145 GRADING 146
STUDENT EVALUATION 146
CURRICULUM EVALUATION 148 CONCLUDING PERSPECTIVE 148
CHAPTER 5: SODAL RECONSTRUCTION IDEOLOGY HIGHLANDER 153 SIXTH-GRADE
SOCIAL RECONSTRUCTION MATHEMATICS 155 PROJECTS 156
INSTRUCTIONAL PROCEDURES 156 START WHERE STUDENTS ARE 156 PERSONAL
EXPERIENCE 157 INTENSE DISCUSSION 158
FOLLOW-UP 158 VISION AND SOCIAL ACTION 159 ACADEMICS 160 SOCIETY AND
RECONSTRUCTION 161
SOCIAL PERSPECTIVE 161 DEEP SOCIAL STRUCTURES 162 THE INDIVIDUAL IN
SOCIETY 163 SOCIETY, CHANGE, AND CRISIS 163
RECONSTRUCTION AND VISION 163 SOCIAL DYNAMICS 166 RECONSTRUCTION THROUGH
EDUCATION 167 THE SCHOOL AS THE INSTITUTION OF CHANGE 167
EDUCATION AS A SOCIAL PROCESS 168 EDUCATIONAL METHODS: GROUP DISCUSSION
AND EXPERIENCE 168 EDUCATION AND LANGUAGE 169
EDUCATION AND SOCIAL CHANGE 170 CIVIC RESPONSIBILITY 170 EDUCATION AND
POLITICS 170 EDUCATION AND SOCIALIZATION 171 HISTORICAL CONTEXT 173 AIMS
176
151
IMAGE 6
THE CHILD 176
CHILDREN AS SOCIAL AGENTS 176 CHILDREN AS MEANING MAKERS 177 CHILDREN IN
SOCIETY 179 LEARNING 179
MEANING MAKING 180 MEANING STRUCTURE 180 THE NATURE OF LEARNING 181
TEACHING 182
THE DISCUSSION METHOD 183 THE EXPERIENCE METHOD 185 THE TEACHER AS
COLLEAGUE 187 CHARACTERISTICS OF TEACHING 187
CHARACTERISTICS OF TEACHERS 187 KNOWLEDGE 188 THE SOCIAL CONSTRUCTION OF
KNOWLEDGE 188 KNOWLEDGE AND VALUE 189
KNOWLEDGE AND REALITY 189 THE CREATION OF KNOWLEDGE 190 CHARACTERISTICS
OF KNOWLEDGE 192 EVALUATION 192
STUDENT AND CURRICULUM EVALUATION 192 PERSPECTIVE ON INCREASED STUDENT
TESTING 193 CONCLUDING PERSPECTIVE 196
CHAPTER 6:A COMPARATIVE OVERVIEW OF THE CURRICULUM IDEOLOGIES
COMPARATIVE SUMMARY 199 AIMS PLAY 200
AIMS COMPARISON 204 KNOWLEDGE PLAY 205 KNOWLEDGE COMPARISON 211 LEARNING
PLAY 215
LEARNING COMPARISON 220 THE CHILD PLAY 222 THE CHILD COMPARISON 225
TEACHING PLAY 228
TEACHING COMPARISON 232 EVALUATION PLAY 234 EVALUATION COMPARISON 238
OTHER PARAMETERS 241
FREEDOM 241 TIME 241
199
IMAGE 7
SOCIALIMPROVEMENT 241
MULTICULTURAL EDUCATION 241 TEACHER EDUCATION 244 CONCLUDING PERSPECTIVE
244
CHAPTER 7: INDIVIDUAL PERSPECTIVES ON THE CURRICULUM IDEOLOGIES
CURRICULUM LIFE HISTORIES 248 CAN PEOPLE BELIEVE IN MORE THAN ONE
IDEOLOGY? 255
MORE THAN ONE IDEOLOGY 255 POSTURE TOWARD DIFFERENT IDEOLOGIES 256 WHY
DO EDUCATORS CHANGE IDEOLOGIES? 258 CONCLUDING PERSPECTIVE 260
APPENDIX: CURRICULUM IDEOLOGIES INVENTORY
REFERENCES
INDEX
ABOUT THE AUTHOR
247
263
269
279
297
|
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| spelling | Schiro, Michael Stephen Verfasser aut Curriculum theory conflicting visions and enduring concerns Michael Stephen Schiro 2. ed. Los Angeles [u.a.] SAGE 2013 XXI, 297 Seiten Ill-. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Erziehung Philosophie Education Curricula Philosophy Education Curricula United States Philosophy Curriculum (DE-588)4010781-4 gnd rswk-swf USA Curriculum (DE-588)4010781-4 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025201226&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Schiro, Michael Stephen Curriculum theory conflicting visions and enduring concerns Erziehung Philosophie Education Curricula Philosophy Education Curricula United States Philosophy Curriculum (DE-588)4010781-4 gnd |
| subject_GND | (DE-588)4010781-4 |
| title | Curriculum theory conflicting visions and enduring concerns |
| title_auth | Curriculum theory conflicting visions and enduring concerns |
| title_exact_search | Curriculum theory conflicting visions and enduring concerns |
| title_full | Curriculum theory conflicting visions and enduring concerns Michael Stephen Schiro |
| title_fullStr | Curriculum theory conflicting visions and enduring concerns Michael Stephen Schiro |
| title_full_unstemmed | Curriculum theory conflicting visions and enduring concerns Michael Stephen Schiro |
| title_short | Curriculum theory |
| title_sort | curriculum theory conflicting visions and enduring concerns |
| title_sub | conflicting visions and enduring concerns |
| topic | Erziehung Philosophie Education Curricula Philosophy Education Curricula United States Philosophy Curriculum (DE-588)4010781-4 gnd |
| topic_facet | Erziehung Philosophie Education Curricula Philosophy Education Curricula United States Philosophy Curriculum USA |
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