Atjaunināt sīkdatņu piekrišanu

Curriculum Studies Reader 6th edition [Mīkstie vāki]

3.68/5 (192 ratings by Goodreads)
Edited by (Indiana University, USA), Edited by (University of South Florida)
  • Formāts: Paperback / softback, 458 pages, height x width: 254x178 mm, weight: 2020 g
  • Izdošanas datums: 30-Dec-2021
  • Izdevniecība: Routledge
  • ISBN-10: 0367648393
  • ISBN-13: 9780367648398
Citas grāmatas par šo tēmu:
  • Mīkstie vāki
  • Cena: 83,32 €
  • Grāmatu piegādes laiks ir 3-4 nedēļas, ja grāmata ir uz vietas izdevniecības noliktavā. Ja izdevējam nepieciešams publicēt jaunu tirāžu, grāmatas piegāde var aizkavēties.
  • Daudzums:
  • Ielikt grozā
  • Piegādes laiks - 4-6 nedēļas
  • Pievienot vēlmju sarakstam
Curriculum Studies Reader 6th editionPalielināt
  • Formāts: Paperback / softback, 458 pages, height x width: 254x178 mm, weight: 2020 g
  • Izdošanas datums: 30-Dec-2021
  • Izdevniecība: Routledge
  • ISBN-10: 0367648393
  • ISBN-13: 9780367648398
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780367648398.html
Keywords:
"In this sixth edition of David J. Flinders and Stephen J. Thornton's ground-breaking anthology, the editors assemble the best in past and present curriculum studies scholarship. From John Dewey's nineteenth-century creed to Nel Noddings' provocative call to revive the spirit of the liberal arts, this thoughtful combination of well-recognized and pivotal work provides a complete survey of the discipline, coupled with concrete examples of innovative curriculum and an examination of current topics. New to this edition is a dynamic set of contemporary and historical contributions tackling issues such as high-stakes testing, multicultural literacy, white supremacy in the curriculum, and climate change. Carefully balanced to engage with the history of curriculum studies while simultaneously looking ahead to its future, The Curriculum Studies Reader continues to be the most authoritative collection in the field"--

In this new edition, David J. Flinders and Stephen J. Thornton assemble the best in past and present curriculum studies scholarship. Carefully balanced to engage with the history of curriculum studies while simultaneously looking ahead to its future, this reader continues to be the most authoritative collection in the field.

Recenzijas

"This Reader is a beginning to study, not an ending. It invites readers to think carefully and, then, to join with colleagues in the construction of decisions about real curriculum questions in real schools for real students."

O. L. Davis, Jr., Catherine Mae Parker Centennial Professor of Curriculum and Instruction, The University of Texas at Austin

"will be of interest to all who want to know why we teach what we teach in schools."

Harvard Educational Review

"The Curriculum Studies Reader (2017), edited by David J. Flinders and Stephen J. Thornton, provides a suitable introductory text through primary readings of theorists such as John Dewey, Maria Montessori, and W. James Popham, among others. The editors do well in the first half of the book in grouping contrasting arguments that provide context for understanding divergent ideologies of curriculum theory."

David L. Acevedo, Educational Review

Acknowledgments ix
Introduction xi
Part I Looking Back: A Prologue to Curriculum Studies
1(70)
1 Scientific Method in Curriculum-Making
11(8)
Franklin Bobbin
2 A Critical Consideration of the New Pedagogy in Its Relation to Modern Science
19(14)
Maria Montessori
3 My Pedagogic Creed
33(8)
John Dewey
4 The Public School and the Immigrant Child
41(4)
Jane Addams
5 Dare the School Build a New Social Order?
45(8)
George S. Counts
6 Outside Over There: My Book House Divides the World, 1919-1954
53(18)
Linda S. Levstik
Part II Curriculum at Education's Center Stage
71(96)
7 Basic Principles of Curriculum and Instruction
77(10)
Ralph W. Tyler
8 Man: A Course of Study
87(16)
Jerome S. Bruner
9 Objectives
103(16)
W. James Popham
10 Educational Objectives--Help or Hindrance?
119(8)
Elliot W. Eisner
11 The Daily Grind
127(10)
Philip W. Jackson
12 The Adult Literacy Process as Cultural Action for Freedom
137(16)
Paulo Freire
13 Curriculum and Consciousness
153(14)
Maxine Greene
Part III Reconceptualizing Curriculum Theory
167(110)
14 The Reconceptualization of Curriculum Studies
175(8)
William F. Pinar
15 The Concept of Curriculum Potential
183(8)
Miriam Ben-Peretz
16 Implementation as Mutual Adaptation: Change in Classroom Organization
191(12)
Milbrey Wallin McLaughlin
17 Black Curriculum Orientations: A Preliminary Inquiry
203(16)
William H. Watkins
18 How Schools Shortchange Girls: Three Perspectives on Curriculum
219(24)
American Association of University Women (AAUW)
19 Multicultural Literacy and Curriculum Reform
243(10)
James A. Banks
20 Care and Coercion in School Reform
253(6)
Nel Noddings
21 What Does It Mean to Say a School Is Doing Well?
259(10)
Elliot W. Eisner
22 Silence on Gays and Lesbians in Social Studies Curriculum
269(8)
Stephen J. Thornton
Part IV After a Century of Curriculum Thought: Change and Continuity
277(172)
23 Subtractive Schooling, Caring Relations, and Social Capital in the Schooling of U.S.-Mexican Youth
285(12)
Angela Valenzuela
24 High-Stakes Testing and Discursive Control: The Triple Bind for Non-Standard Student Identities
297(10)
Wayne W. Au
25 Teacher Experiences of Culture in the Curriculum
307(14)
Elaine Chan
26 The Bully Curriculum: Gender, Sexualities, and the New Authoritarian Populism in Education
321(12)
Dennis Carlson
27 Complementary Curriculum: The Work of Ecologically Minded Teachers
333(20)
Christy M. Moroye
28 Moving Beyond Fidelity Expectations: Rethinking Curriculum Reform for Controversial Topics in Post-Communist Settings
353(28)
Thomas Misco
29 "We Are the New Oppressed": Gender, Culture, and the Work of Home Schooling
381(16)
Michael W. Apple
30 Educational Reforms for Survival
397(14)
Chet Bowers
31 The Future of Education in a Knowledge Society: The Radical Case for a Subject-Based Curriculum
411(12)
Michael F. D. Young
32 Identifying Your Skin Is Too Dark as a Put-Down: Enacting Whiteness as Hidden Curriculum Through a Bullying Prevention Programme
423(20)
Rhianna Thomas
33 Renewing the Spirit of the Liberal Arts
443(6)
Nel Noddings
Permissions 449(4)
Index 453
David J. Flinders, Professor Emeritus of Curriculum Studies at Indiana University, Bloomington, received his PhD from Stanford University in 1987. His professional interests focus on curriculum theory, the cultural ecology of schooling, and qualitative research methods.

Stephen J. Thornton, Professor in the Department of Curriculum, Instruction, and Learning at the University of South Florida, graduated with his PhD from Stanford University in 1985. His work focuses on curriculum change and social studies education.