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| the curriculum theory and practice: The Curriculum A V Kelly, 2009-01-19 ′This book will be of interest to educational practitioners, and many other professionals concerned with the education and development of the young′ - ESCalate `A very well-respected book [and a] Curriculum classic...[which offers] balance to current official publications...One of its strengths is the coherent argument that runs throughout. It is very much a product of the wide knowledge and experience of the author.′ - Jenny Houssart, Senior Lecturer, Department of Learning, Curriculum & Communication, Institute of Education, University of London, UK Praise for previous editions: `I use this book as an essential course text for a module on curriculum theory. It is an excellent text for the whole course′ `Vic Kelly′s writing is always concise and informative, but also at times challenging′ `A most comprehensive text that takes the reader beyond content/balance issues values, beliefs and assumptions on the curriculum′ This is the sixth edition of a book that has been regularly revised and updated since it was first published in the mid-1970s. A V Kelly′s now classic work focuses on the philosophical and political dimensions of curriculum, and especially on the implications for schools and societies of various forms of curriculum. The book outlines what form a curriculum should take if it is concerned to promote a genuine form of education for a genuinely democratic society. Kelly summarises and explains the main aspects of curriculum theory, and shows how these can and should be translated into practice, in order to create an educational and democratic curriculum for all schools at all levels. The book also seeks to show that the politicization of the school curriculum has led to the establishment of policies and practices which demonstrate a failure to understand these principles of curriculum theory and practice. As a result, policies and practices have been implemented which fall short of being adequate. In view of the rapid pace of educational change imposed by various governments over the last 35 years, including New Labour, this book is more relevant than ever. |
| the curriculum theory and practice: Curriculum Wesley Null, 2023-03-27 The third edition of Curriculum: From Theory to Practice provides an introduction to curriculum theory and how it relates to classroom practice. Wesley Null builds upon recent developments while continuing to provide a unique organization of the curriculum field into five traditions: systematic, existential, radical, pragmatic, and deliberative. Null discusses the philosophical foundations of curriculum as well as historical and contemporary figures who have shaped each curriculum tradition. To ensure breadth and scope, Null has expanded this edition to include new figures, address rapid changes in democratic society, and chart a path to inclusion and wise decision-making. |
| the curriculum theory and practice: The Curriculum Albert Victor Kelly, 1989 This successful text provides an overview of the major areas of curriculum theory. It offers teachers, student teachers and others the kind of understanding they need as a basis for the planning and execution of their work. Such an awareness has become even more important since The Curriculum was first published, because of the increased understanding which has been acquired in the intervening years, and the accelerating shift towards more centralised control of the curriculum, resulting in the 1988 Education Act and the establishment of The National Curriculum in the United Kingdom. The revisions which the author has made to this third edition reflect and take account of major changes in the educational climate. |
| the curriculum theory and practice: Theory and Practice of Curriculum Studies Denis Lawton, 2012 This book deals with curriculum issues and problems, and one of its aims is to help practising teachers to clarify their own theory and practice in relation to the curriculum. The contributors look at three popular theories or sets of assumptions held by teachers: the child-centred view of education; the subject-centred or knowledge-centred view; and the society-centred view. Each of these views is incomplete on its own, but each has something to contribute in planning a curriculum as a whole, and the authors emphasize that a comprehensive theory of curriculum planning would take into account the individual nature of the pupil and also recognize the social value of education. This kind of comprehensive curriculum planning has been described as the situation-centred curriculum, based on the idea that schools should be concerned with preparing the young for the world as it will be when they leave school. One of the purposes of education is to develop a child's autonomy; he or she must learn to cope with the variety of situations which will face him or her in society. Thus many different approaches must be employed in establishing a basis for the complex task of curriculum planning. The book draws on the disciplines of philosophy, psychology, history and sociology to suggest new approaches to curriculum objectives and evaluation. It considers the theoretical bases of curriculum models, practical issues of planning, evaluation and pedagogy and discusses some urgent contemporary questions about the politics and control of the curriculum. |
| the curriculum theory and practice: Curriculum Development Daniel Tanner, Laurel N. Tanner, 1980 With its focus on the application of theory to actual classroom practice, this book' s treatment of the full spectrum of curriculum design and practice has set the standard for completeness for nearly two decades. Part I explores the historical roots of current curriculum issues and practices, emphasizing the assessment of leading efforts at reform. Part II offers a critique of changing concepts of curriculum, conflicting curriculum and educational rationales, and influences for and against change. In Part III, major crosscurrents in reform and reconstruction are discussed, including social crises, the knowledge explosion , curriculum articulation, and emerging designs. Part IV focuses on curriculum research and improvement, paying particular attention to the roles of teachers, supervisors, administrators, and curriculum specialists in the process. |
| the curriculum theory and practice: Curriculum Theory Michael Schiro, 2013 The Second Edition of Curriculum Theory: Conflicting Visions and Enduring Concerns by Michael Stephen Schiro presents a clear, unbiased, and rigorous description of the major curriculum philosophies that have influenced educators and schooling over the last century. The author analyzes four educational visions—Scholar Academic, Social Efficiency, Learner Centered, and Social Reconstruction—to enable readers to reflect on their own educational beliefs and more productively interact with educators who might hold different beliefs. |
| the curriculum theory and practice: Emergent Curriculum in Early Childhood Settings Susan Stacey, 2008-07-01 Helps providers implement proven child-centered curricular practices while meeting early learning standards. |
| the curriculum theory and practice: Curriculum Development Hilda Taba, 1962 Examines the theory of curriculum development together with current ideas and problems in curriculum design |
| the curriculum theory and practice: Assessment in Music Education Timothy S. Brophy, 2008 |
| the curriculum theory and practice: Sound Curriculum Walter S. Gershon, 2017-06-26 Part of a growing group of works that addresses the burgeoning field of sound studies, this book attends not only to theoretical and empirical examinations, but also to methodological and philosophical considerations at the intersection of sound and education. Gershon theoretically advances the rapidly expanding field of sound studies and simultaneously deepens conceptualizations and educational understandings across the fields of curriculum studies and foundations of education. A feature of this work is the novel use of audio files aligned with the arguments within the book as well as the discussion and application of cutting-edge qualitative research methods. |
| the curriculum theory and practice: Giving Teaching Back to Teachers Robin Barrow, 2015-06-03 This book, first published in 1984, aims to bring together the interests of the theory and practice of the education system and, within the former, relate the approaches and claims of the constituent disciplines to each other. Throughout the book, while arguing for the importance of facing up to the logical links between theory and practice, the author seeks to point out the extent to which more educational theory has had little to say of importance for practice, either because it has been a poor theory or because it has concerned itself with matters of little significance to educators. This book will be of interest to students of education, as well as educators themselves. |
| the curriculum theory and practice: Curriculum: Theory, Culture and the Subject Specialisms Ruth Ashbee, 2021-06-14 Curriculum, or the substance of what is taught, is the core business of schools, and yet little exists in the way of a theory of curriculum for educators. This book sets out the principles of curriculum theory and provides a common framework and practical strategies for the successful implementation and effective management of powerful knowledge-based curriculum for all. Offering powerful insights across the subject divides, the book explores the key elements of curriculum design including progression, sequencing, substantive and disciplinary knowledge, and the relationships of subjects to their sister disciplines. Providing a crucial foundation for school leadership, it covers: curriculum in the contexts of learning, organisational culture and key philosophical and moral ideas an explanation of thirteen specialist subjects, with outline mapping of the knowledge an emphasis on the cultural elements needed for sustained excellence in curriculum work within schools the codification of curriculum and the multiple values of documents for curriculum thinking and execution. Enabling leaders to analyse and discuss subjects beyond their specialisms, this essential text will equip readers to implement real change by leading intelligently and effectively on curriculum. |
| the curriculum theory and practice: Critical Curriculum Studies Wayne Au, 2012-03-22 A CHOICE Outstanding Academic Title 2012! Critical Curriculum Studies offers a novel framework for thinking about how curriculum relates to students’ understanding of the world around them. Wayne Au brings together curriculum theory, critical educational studies, and feminist standpoint theory with practical examples of teaching for social justice to argue for a transformative curriculum that challenges existing inequity in social, educational, and economic relations. Making use of the work of important scholars such as Freire, Vygotsky, Hartsock, Harding, and others, Critical Curriculum Studies, argues that we must understand the relationship between the curriculum and the types of consciousness we carry out into the world. |
| the curriculum theory and practice: A Praxis of Presence in Curriculum Theory William F. Pinar, 2022-08-31 Building on his seminal methodological contribution to the field – currere – here William F. Pinar posits a praxis of presence as a unique form of individual engagement against current cultural crises in education. Bringing together a series of updated essays, articles, and new writings to form this comprehensive volume, Pinar first demonstrates how a praxis of presence furthers the study of curriculum as lived experience to overcome self-enclosure, restart lived and historical time, and understand technology through a process of regression, progression, analysis, and synthesis. Pinar then further illustrates how this practice can inform curricular responses to countering presentism, narcissism, and techno-utopianism in educators’ work with digital natives. Ultimately, this book offers researchers, scholars, and teacher educators in the fields of curriculum theory, the sociology of education, and educational policy more broadly the analytical and methodological tools by which to advance their understanding of currere, and in doing so, allows them to tackle the main cultural issues that educators face today. |
| the curriculum theory and practice: Equity, Teaching Practice and the Curriculum Ninni Wahlström, 2022-02-07 This book explores how different classroom discourses and concepts of knowledge permeate teaching in high- and low-performance classrooms. Drawing on empirical research from classrooms in Sweden, it presents a theory-based framework for classroom research. The book examines the central concepts of knowledge, curriculum, pedagogy and equity to discuss differences in access to knowledge and the implications of these differences for students’ future opportunities and well-being. It analyses the relationships between different teaching factors and discusses teaching from democratic perspectives developed within curriculum theory. Combining insights from curriculum theory with insights from sociolinguistic and sociocultural classroom research, this project breaks new ground in how knowledge from curriculum content is recontextualised into concrete teaching practices in the context of a standards-based curriculum. Providing valuable insights into the intersections between classroom practice, student performance and teacher expectations, this book will be of great interest to academics, researchers and post-graduate students in the fields of curriculum research, education policy, teacher education and classroom practice. |
| the curriculum theory and practice: Curriculum and the Aesthetic Life Donald Blumenfeld-Jones, 2012 Curriculum and the Aesthetic Life brings together over 20 years of scholarly work by dancer, educator, and scholar Donald S. Blumenfeld-Jones on the intersection of curriculum theory and practice with aesthetics, ethics, and hermeneutic inquiry, focusing on the body and emotions and the theory and practice of Arts-Based Education Research, including his noted «Hogan Dreams.» He brings to his work an aesthetic sensibility developed over 40 years of active involvement in the arts as well as a Frankfurt School critical theory orientation and a constant concern for building an ethical world through cultivating an aesthetic awareness. This linking of aesthetics and ethics makes a unique contribution to the theoretical foundations of curriculum theory and educational philosophy. Always concerned with connections to practice, this book provides many examples of curriculum practice and teaching as well as scholarly studies of curriculum work. This book is essential reading for anyone involved in the arts and education. |
| the curriculum theory and practice: Sociology and School Knowledge Geoff Whitty, 2012-07-19 The rise of a radical 'new' sociology of education during the early 1970s focused attention on the nature of school knowledge. Although this new approach was set to revolutionize the subject, within a few years, many people considered these developments an eccentric interlude, with little relevance to curriculum theory or practice. First published in 1985, this book offers a more positive view of the new sociology of education and its contribution to our understanding of the curriculum. In doing so, it argues that some of the radical promise of the new sociology of education could be realised, but only if sociologists, teachers and political movements of the left work more closely together |
| the curriculum theory and practice: Curriculum as Institution and Practice William Arbuckle Reid, 1999 Presents and elaborates the deliberative tradition of curriculum theory, and examines the implications of a deliberative perspective for approaches to policy making in school systems. |
| the curriculum theory and practice: Curriculum Integration K-12 James Etim, 2005 Following the pioneering work of James Beane and Heidi Jacobs, there is growing interest in the area of integrative teaching. Contributors to this edited volume include K-12 principals and teachers, as well as university professors recently involved in the implementation of integrative teaching. |
| the curriculum theory and practice: Exemplars of Curriculum Theory Arthur K. Ellis, 2014-01-09 This book crosses the divide between theoreticians and practitioners by demonstrating how curriculum theories and models are applied in classrooms today. It ties together broad educational theories such as progressivism, essentialism, perennialism, etc.; curriculum models, characterized as learner-centered, society-centered or knowledge-centered; and exemplars of curriculum theories and models, such as Reggio Emilia, Core Knowledge, the International Baccalaureate, etc. |
| the curriculum theory and practice: Curriculum J. S. Shiundu, S. J. Omulando, 1992 The text provides a comprehensive survey of the basic knowledge and concepts in curriculum studies. It targets the three main aspects of curriculum as a discipline, namely: context, design and development. It will go a long way in filling the existing gap in the education literature in the Eastern Africa region. |
| the curriculum theory and practice: Curriculum William Pinar, 2014-01-21 This collection of essays by established writers in postmodern pedagogy stakes out new conceptual territories, redefines the field, and presents a complete review of contemporary curriculum practice and theory in a single volume Drawing upon contemporary research in political, feminist, theological, literary, and racial theory, this anthology reformulates the research methodologies of the discipline and creates a new paradigm for the study of curriculum into the next century. The contributors consider gender, identity, narrative and autobiography as vehicles for reviewing the current and future state of curriculum studies. Special Features Presents new essays by established writers in postmodern pedagogy, Reviews curriculum studies through the filters of race, gender, identity, nattative, and autobiography, Offers in a single, affordable volume a complete review of contemporary curriculum practice and theory. |
| the curriculum theory and practice: The Pursuit of Curriculum William A. Reid, J. Wesley Null, 2006-04-01 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. |
| the curriculum theory and practice: Cultures of Curriculum Pamela Bolotin Joseph, 2012-12-06 This txtbk presents the concept of curriculum as culture-a system of implicit & explicit beliefs, values, behaviors, & customs in classrooms & schools. Goal is to foster awareness, examination, & deliberation about the curricula planned for & carried out |
| the curriculum theory and practice: Key Concepts in Adult Education and Training Malcolm Tight, 2012-11-12 As adults, we are all continually involved in learning, with increasing numbers of us engaged in more formalized forms of learning; that is, in education or training. All those involved in the broad field of adult education and training will come into contact with many specialist ideas or concepts. It is often assumed of students that they already have a general understanding of these concepts, their meanings, applicability and inter-relationships. This is not always the case. This book examines in detail over forty of these key concepts, ranging from community education and experiential learning to competence and access. It presents a clear, analytical discussion in jargon-free language. It is, therefore, indispensable to all students and practitioners of adult education and training. |
| the curriculum theory and practice: Developmental Education for Young Children Bert van Oers, 2012-06-16 Developmental Education is an approach to education in school that aims at promoting children’s cultural development and their abilities to participate autonomously and well-informed in the cultural practices of their community. From the point of view of Cultural-historical Activity theory (CHAT), a play-based curriculum has been developed over the past decades for primary school, which presents activity contexts for pupils in the classroom that create learning and teaching opportunities for helping pupils with appropriating cultural knowledge, skills, and moral understandings in meaningful ways. The approach is implemented in numerous Dutch primary schools classrooms with the explicit intention to support the learning of both pupils and teachers. The book focuses especially on education of young children (4 – 8 years old) in primary school and presents the underpinning concepts of this approach, and chapters on examples of good practices in a variety of subject matter areas, such as literacy (vocabulary acquisition, reading, writing), mathematics, and arts. Successful implementation of Developmental Education in the classroom strongly depends on dynamic assessment and continuous observations of young pupils’ development. Strategies for implementation of both the teaching practices and assessment strategies are discussed in detail in the book. |
| the curriculum theory and practice: Effective Teaching of Technical Communication Michael J. Klein, 2021 Effective Teaching of Technical Communication broadens our understanding of current effective teaching and pedagogical methods by facilitating a discussion of important and innovative theories, concepts, and practices related to the teaching of technical communication-- |
| the curriculum theory and practice: Integrating Study Abroad Into the Curriculum Elizabeth Brewer, Kiran Cunningham, 2023 With the increased interest in study abroad from government, educators, employers and students, the question is: are programs engendering the desired intercultural competencies and intellectual development? To achieve this goal, this book proposes two strategies: structuring study abroad to bridge the separation of academic learning from experiential and intercultural learning; and integrating study abroad with the undergraduate curriculum. In proposing this integration, the editors take into account the need for institutional change, and they recognize faculty's concerns about maintaining the integrity of the curriculum, teaching in areas outside their expertise, and keeping up with ever-evolving institutional missions. This book offers different theoretical perspectives on the integration of study abroad into the curriculum, as well as examples of practice from a variety of disciplines--from anthropology and religious studies, to literature, urban studies, biology, and public health--and within such contexts as distance learning, service learning, and the senior thesis. |
| the curriculum theory and practice: The Curriculum Landon E. Beyer, Michael W. Apple, 1998-04-09 This new edition of the classic text extends the scope of critically-oriented work in curriculum studies. |
| the curriculum theory and practice: The Handbook of Educational Theories Beverly Irby, Genevieve H. Brown, Rafael Lara-Aiecio, Dr. Shirley A. Jackson, 2013-03-01 Although educational theories are presented in a variety of textbooks and in some discipline specific handbooks and encyclopedias, no publication exists which serves as a comprehensive, consolidated collection of the most influential and most frequently quoted and consulted theories. There is a need to put such theories into a single, easily accessible volume. A unique feature of the Handbook is the way in which it conveys the theories. The organization of the chapters within each section makes the volume an easy·to-use and tu1derstandable reference tool as researchers and practitioners seek theories to guide their research and practice and as they develop theoretical frameworks. In addition to the traditional theories presented, the Handbook includes emerging theories for the 21st Century as well as presenting practical examples of the use of these theories in research from dissertations and published articles. An appendix which indicates which theories have instruments associated with them and where those instruments can be found is also included. The Handbook consists of 12 sections. Section I provides the jntroduction with a focus on what constitutes good theory as well as how theory guides research and practice. The remaining sections address Philosophical Educational Constructs, Leaming Theory, Instructional Theory, Curriculum theory, Literacy and Language Acquisition Theory, Counseling Theory, Moral Development Theory, Classroom Management Theory, Assessment Theory, Organizational Theory, and Leadership/Management Theory. Each section consists of an overview written by the section editor of the general theoretical concepts to be addressed by the chapter authors. Each chapter within the section will include (a) a description of the theory with goals, assumptions, and aspects particular to the theory, (b) the original development of and interactions of the theory, (c) validation of the theory, (d) generalizability of the theory across cultures, ethnicities, and genders, (e) the use and application of the theory, (f) critiques of the theory, (g) any instruments associated with the theory, and (h) two to five particular studies exemplifying particular theories as individuals have used them in theoretical framework of dissertations or published articles and be written by the original theorist or prominent contributors to the theory. The Handbook is intended for graduate students enrolled in research courses or completing theses and dissertations. Additionally, professors of all educational disciplines in the social scierices would be an interested audience. There is also potential use of the text as administrators, counselors, and teachers in schools use theory to guide practice. As more inquiry is being promoted among school leaders, this book has more meaning for practitioners. |
| the curriculum theory and practice: What Is Curriculum Theory? William F. Pinar, 2012-03-22 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. |
| the curriculum theory and practice: Universal Design for Learning Anne Meyer, David Gordon, David H. Rose, 2015-12 Anne Meyer and David Rose, who first laid out the principles of UDL, provide an ambitious, engaging discussion of new research and best practices. This book gives the UDL field an essential and authoritative learning resource for the coming years. In the 1990s, Anne Meyer, David Rose, and their colleagues at CAST introduced Universal Design for Learning (UDL) as a framework to improve teaching and learning in the digital age, sparking an international reform movement. Now Meyer and Rose return with Universal Design for Learning: Theory and Practice, an up-to-date multimedia online book (with print and e-book options) that leverages more than a decade of research and implementation. This is the first significant new statement on UDL since 2002, an ambitious, engaging exploration of ideas and best practices that provides the growing UDL field with an essential and authoritative learning resource for the coming years. This new work includes contributions from CAST's research and implementation teams as well as from many of CAST's collaborators in schools, universities, and research settings. Readers are invited to contribute ideas, perspectives, and examples from their own practice in an online community of practice. -- |
| the curriculum theory and practice: Instructional Process and Concepts in Theory and Practice Celal Akdeniz, 2016-11-22 This book offers an accessible, practical and engaging guide that provides sample instructional activities supported by theoretical background information, with a focus on the nature of the instructional process in relation to several variables. It approaches instructional models, strategies, methods, techniques, tactics and planning from a new perspective and shares effective tips to help readers better understand the instructional process and its theoretical elements. The book addresses the following questions: What is the nature of the instructional process? What are the classifications of contemporary models and strategies developed within the instructional process? Which groups yield the most effective methods and techniques, and how can they best be practically implemented? What are the instructional tactics teachers need to take into consideration, in which groups are they collected, and which tips can help us employ each tactic? Additionally, readers can adapt the book’s ready-to-use sample activities to their own educational settings. Overall, this book offers an enlightening discussion on contemporary practices related to the teaching process, a broad and holistic theoretical framework, and an ideal reference source for all students and scholars who are interested in the educational sciences. |
| the curriculum theory and practice: Bridging Educational Leadership, Curriculum Theory and Didaktik Michael Uljens, Rose M Ylimaki, 2020-10-08 This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research.Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of 'globopolitanism'. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors. |
| the curriculum theory and practice: Cross-cultural Studies in Curriculum Claudia Eppert, Hongyu Wang, 2008 This volume broadens the horizon of educational research in North America by introducing a comprehensive dialogue between Eastern and Western philosophies and perspectives on the subject of curriculum theory and practice. It is a very timely work in light of the progressively globalized nature of education and educational studies and the increasingly widespread attunement to Eastern educational theories in the West. By introducing Eastern perspectives, this book questions taken-for-granted thinking in Western educational thought about the foundations of teaching and learning, curriculum theory, educational policy, and educational issues such as teaching for social justice, service-learning initiatives, human rights and environmental education, and the teaching of content area subjects. It provides an important opportunity for scholars from different countries and different disciplines to establish a solid yet accessible foundation of East-West inquiry that furthers the scope and depth of curriculum studies and to disseminate the insights from this book in the venues in which they work. Researchers, faculty, and graduate students in the fields of curriculum theory, curriculum and instruction, educational foundations, philosophy of education, international/comparative education, and multicultural educational studies will welcome this book. It is appropriate as a text for upper-level courses in these areas. |
| the curriculum theory and practice: Advances in Research, Theory and Practice in Work-Integrated Learning Sonia J. Ferns, Anna D. Rowe, Karsten E. Zegwaard, 2021-10-01 Work-integrated learning (WIL) is a key strategy for enhancing student employability outcomes and lifelong learning capabilities. This timely publication critically reflects on existing scholarship and practice in WIL, discusses contemporary insights, provides a synopsis of resonating themes, and recommends areas for future research and practice. The book aims to position WIL as a strategic imperative for enabling a sustainable workforce through strengthening graduate capacity both in Australia and globally.The collection of edited scholarly chapters were compiled by 59 researchers, practitioners, and experts in WIL, and supported by the peak national professional body for WIL in Australia, the Australian Collaborative Education Network (ACEN). The chapters cover a range of pertinent topics such as teaching and learning, stakeholder engagement, maximizing learning outcomes, diverse forms of WIL practice, support and infrastructure, and future directions. Specific areas of interest include governance and leadership, student equity and wellbeing, quality and evaluation and interdisciplinary WIL. This book is essential reading for researchers, practitioners, workplace and community partners, university leaders, and policy makers, as the practice of WIL continues to expand in the higher education sector. |
| the curriculum theory and practice: Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts Angel M.Y. Lin, 2016-09-15 This book will be of interest to a broad readership, regardless of whether they have a background in sociolinguistics, functional linguistics or genre theories. It presents an accessible “meta-language” (i.e. a language for talking about language) that is workable and usable for teachers and researchers from both language and content backgrounds, thus facilitating collaboration across content and language subject panels. Chapters 1 to 3 lay the theoretical foundation of this common meta-language by critically reviewing, systematically presenting and integrating key theoretical resources for teachers and researchers in this field. In turn, Chapters 4 to 7 focus on issues in pedagogy and assessment, and on school-based approaches to LAC and CLIL, drawing on both research studies and the experiences of front-line teachers and school administrators. Chapter 8 provides a critical and reflexive angle on the field by asking difficult questions regarding how LAC and CLIL are often situated in contexts characterized by inequality of access to the linguistic and cultural capitals, where the local languages of the students are usually neglected or viewed unfavourably in relation to the L2 in mainstream society, and where teachers are usually positioned as recipients of knowledge rather than makers of knowledge. In closing, Chapter 9 reviews the state of the art in the field and proposes directions for future inquiry. |
| the curriculum theory and practice: Technology in the L2 Curriculum Stayc Dubravac, 2013 Tools and Tips for Integrating Technology in your Language Curriculum Intended for current and future foreign language teaching professionals, volumes in the Theory and Practice in Second Language Classroom Instruction series examine issues in teaching and learning in language classrooms. The topics selected and the discussions of them draw in principled ways on theory and practice in a range of fields, including second language acquisition, foreign language education, educational policy, language policy, linguistics, and other areas of applied linguistics. Technology in the L2 Curriculum targets current or future language instructors who desire to refine their skills in the use of digital tools for language teaching and learning. It aims to guide instructors in effective computer-assisted language learning practices--from theoretical and pedagogical perspectives--as they actively integrate technology in the language curriculum. |
| the curriculum theory and practice: Teaching with Children's Literature Margaret Vaughn, Dixie D. Massey, 2021-10-12 Machine generated contents note: Foreword, Elfrieda H. Hiebert -- 1. Introduction: Beliefs about Children's Literature -- 2. What Is Purposeful Teaching with Literature? -- 3. What Matters When Teaching with Literature in the Classroom? -- 4. What Do Books Have to Offer? -- 5. How Can We Help Students Understand the Books They Read? -- 6. How Can We Encourage Students to Read Widely? -- 7. How Can We Incorporate Expository Text Purposefully? -- 8. How Can We Use Writing and Discussing to Make Sense of Reading? -- 9. How Can We Encourage Reading Beyond the Classroom? -- 10. How Do We Put It All Together? -- Appendix A. Books to Support Student Agency -- Appendix B. Books to Talk about Visioning with Students -- Appendix C. Books by Genre -- Appendix D. Book Awards -- Appendix E. Popular Series Books -- Appendix F. Book Club Choices -- Appendix G. Children's and Teen Choice Awards -- References -- Children's Literature -- Children's Literature by Appendix -- Index -- . |
| the curriculum theory and practice: Critical Expressivism Tara Roeder, Roseanne Gatto, 2015-04-15 Critical Expressivism is an ambitious attempt to re-appropriate intelletual territory that has more often been charted by its detractors than by its proponents. Indeed, as Peter Elbow observes in his contribution to this volume, “As far as I can tell, the term ‘expressivist’ was coined and used only by people who wanted a word for people they disapproved of and wanted to discredit.” The editors and contributors to this collection invite readers to join them in a new conversation, one informed by “a belief that the term expressivism continues to have a vitally important function in our field.” |
Curriculum theory and practice - University of Bath
In what follows we are going to look at four ways of approaching curriculum theory and practice: 1. Curriculum as a body of knowledge to be transmitted. 2. Curriculum as an attempt to achieve …
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17 Sep 2021 · The aim of this literature review study was to examine the historical development of the concept of curriculum theory, its reflections on curriculum development studies, and …
CURRICULUM LEADERSHIP A CREATIVE APPROACH TO THEORY …
2 Sep 2022 · Curriculum Leadership: A Creative Approach to Theory and Practice examines the diverse and often contentious field of curriculum studies. This course places curriculum theory …
The role of curriculum theory in contemporary higher education …
on the possible issues in curriculum studies, formulated particularly in the field of sociology of education, this paper discusses the role and the importance of curriculum theories in higher …
Curriculum theory and practice: A comparative literature review
This comparative literature review is focused on the curriculum development theory and practice by Mark K. Smith. In his article, Smith (2000) examines the interpretation of curriculum and …
1 CURRICULUM PERSPECTIVES: AN INTRODUCTION - Springer
One of the major challenges for curriculum improvement is creating balance and consistency between the various components of a curriculum (i.e. plan for learning). What are those …
Practice, Context, and Theory - SAGE Publications Ltd
curriculum and instruction defines the field of curriculum studies. The scope of curriculum and instruction activities is so broad that it consists of a diverse array of established academic and
Curriculum Design in Professional Education: Theory and Practice
Curriculum design is a “high level process”, “curriculum development can be made more agile, flexible and responsive with the support of technology”, “curriculum design entails two types of …
Understanding curriculum as practice or on the practice turn(s) in ...
Indeed, what I present here is a practice-theoretical perspec-tive on curriculum, teaching and schooling. That is, I am drawing on what is called practice theory and philosophy, a body of …
A Perspective on the Gap between Curriculum Theory and Practice …
Curriculum Theory and Practice The gap between curriculum theory and prac-tice is a perennial topic of discussion by both curriculum practitioners and scholars. Even with little agreement in …
CRITICAL REALISM AND CURRICULUM THEORY: POSSIBILITIES …
curriculum theory and practice are faced by new uncertainties, and that such uncertainties require new approaches to practice, and new ways of thinking. There are two major facets of this …
Constructivism and its implications for curriculum theory and …
In the context of the constructivist movement an important question is how curriculum studies should view such concepts as `development’ and `implementation’. If students and teachers …
Curriculum Theory: Meaning, Development, and Use - JSTOR
What Is Curriculum Theory? To respond adequately to the question, "What is a curriculum theory?" one is forced to search out meanings for the concept "theory" as it is used technically …
Curriculum Spaces: Situating Educational Research, Theory, and …
Curriculum Spaces: Situating Educational Research, Theory, and Practice GILLIAN JUDSON Simon Fraser University ABSTRACT: This paper provides a rationale for attending to the …
CURRICULUM THEORY: CHARACTERISTICS AND FUNCTIONS
defines a curriculum theory as a set of related statements that gives meaning to a schools curriculum by pointing out the relationships among its elements and by directing its …
Curriculum theory and practice - University of Bath
In what follows we are going to look at four ways of approaching curriculum theory and practice: 1. Curriculum as a body of knowledge to be transmitted. 2. Curriculum as an attempt to achieve …
Chapter 3
At its best, curriculum theory can provide a set of conceptual tools for analyzing curriculum proposals, for illuminating practice, and for guiding reform. Melding theory and the reality of …
EDU 703 CURRICULUM DEVELOPMENT THEORY PRACTICE
EDU 703 CURRICULUM DEVELOPMENT: THEORY & PRACTICE THE COURSE What you will learn in this course? The course you are about to study is titled; “Curriculum Development: …
CHAPTER 2 CURRICULUM THEORY, CURRICULUM DEVELOPMENT AND CURRICULUM ...
In light of the above, this chapter is intended to raise awareness of the curriculum in concept and the perspectives and approaches that serve as criteria for curriculum evaluation, with …
The SAGE Handbook of Curriculum, Pedagogy and Assessment
SAGE Handbook of Curriculum, Pedagogy and Assessment saw a need for a comprehen-sive account of theory and research that would develop understanding of curriculum in the context …
Application of Theories, Principles and Models of Curriculum ... - ed
The basic principles of curriculum and instructions have been outlined by Tyler (1949) as determining the school’s purposes, identifying educational experiences related to the purpose, …
Curriculum Theory: A Review Study - ed
17 Sep 2021 · The aim of this literature review study was to examine the historical development of the concept of curriculum theory, its reflections on curriculum development studies, and …
CURRICULUM LEADERSHIP A CREATIVE APPROACH TO THEORY AND PRACTICE
2 Sep 2022 · Curriculum Leadership: A Creative Approach to Theory and Practice examines the diverse and often contentious field of curriculum studies. This course places curriculum theory …
The role of curriculum theory in contemporary higher education …
on the possible issues in curriculum studies, formulated particularly in the field of sociology of education, this paper discusses the role and the importance of curriculum theories in higher …
Curriculum theory and practice: A comparative literature review
This comparative literature review is focused on the curriculum development theory and practice by Mark K. Smith. In his article, Smith (2000) examines the interpretation of curriculum and …
1 CURRICULUM PERSPECTIVES: AN INTRODUCTION - Springer
One of the major challenges for curriculum improvement is creating balance and consistency between the various components of a curriculum (i.e. plan for learning). What are those …
Practice, Context, and Theory - SAGE Publications Ltd
curriculum and instruction defines the field of curriculum studies. The scope of curriculum and instruction activities is so broad that it consists of a diverse array of established academic and
Curriculum Design in Professional Education: Theory and Practice
Curriculum design is a “high level process”, “curriculum development can be made more agile, flexible and responsive with the support of technology”, “curriculum design entails two types of …
Understanding curriculum as practice or on the practice turn(s) …
Indeed, what I present here is a practice-theoretical perspec-tive on curriculum, teaching and schooling. That is, I am drawing on what is called practice theory and philosophy, a body of …
A Perspective on the Gap between Curriculum Theory and Practice …
Curriculum Theory and Practice The gap between curriculum theory and prac-tice is a perennial topic of discussion by both curriculum practitioners and scholars. Even with little agreement in …
CRITICAL REALISM AND CURRICULUM THEORY: POSSIBILITIES …
curriculum theory and practice are faced by new uncertainties, and that such uncertainties require new approaches to practice, and new ways of thinking. There are two major facets of this …
Constructivism and its implications for curriculum theory and practice
In the context of the constructivist movement an important question is how curriculum studies should view such concepts as `development’ and `implementation’. If students and teachers …
Curriculum Theory: Meaning, Development, and Use - JSTOR
What Is Curriculum Theory? To respond adequately to the question, "What is a curriculum theory?" one is forced to search out meanings for the concept "theory" as it is used technically …
Curriculum Spaces: Situating Educational Research, Theory, and Practice
Curriculum Spaces: Situating Educational Research, Theory, and Practice GILLIAN JUDSON Simon Fraser University ABSTRACT: This paper provides a rationale for attending to the …
