Curriculum theory : (Record no. 465)
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000 -LEADER | |
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fixed length control field | 08230cam a2200229 a 4500 |
001 - CONTROL NUMBER | |
control field | 1611 |
005 - DATE AND TIME OF LATEST TRANSACTION | |
control field | 20200630123430.0 |
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
fixed length control field | 070322s2008 caua b 001 0 eng |
020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
International Standard Book Number | 9781412953153 (cloth : alk. paper) |
020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
International Standard Book Number | 9781412953160 (pbk. alk. paper) |
040 ## - CATALOGING SOURCE | |
Transcribing agency | DLC |
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
Classification number | 375/.001 |
Edition number | 22 |
Item number | S337 |
100 1# - MAIN ENTRY--PERSONAL NAME | |
Personal name | Schiro, Michael. |
245 10 - TITLE STATEMENT | |
Title | Curriculum theory : |
Remainder of title | conflicting visions and enduring concerns / |
Statement of responsibility, etc | Michael S. Schiro. |
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
Place of publication, distribution, etc | Los Angeles, Calif. : |
Name of publisher, distributor, etc | Sage Publications, |
Date of publication, distribution, etc | c2008. |
300 ## - PHYSICAL DESCRIPTION | |
Extent | xvii, 237 p. |
Other physical details | ill. ; |
Dimensions | 24 cm. |
500 ## - GENERAL NOTE | |
General note | Includes bibliographical references and index. |
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
Topical term or geographic name as entry element | Education |
General subdivision | Curricula |
-- | Philosophy. |
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
Topical term or geographic name as entry element | Education |
General subdivision | Curricula |
Geographic subdivision | United States |
General subdivision | Philosophy. |
942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
Koha item type | Books |
505 0# - FORMATTED CONTENTS NOTE | |
Formatted contents note | 1. Contents<br/>2. Preface<br/>3. Chapter 1: introduction to curriculum ideologies<br/>4. Your beliefs about curriculum<br/>5. The curriculum ideologies<br/>6. Curriculum workers<br/>7. The nature of the curriculum ideologies<br/>8. Concluding perspective<br/>9. Chapter 2: scholar academic ideology<br/>10. Scholar academic curricula<br/>11. Uicsm and smsg school mathematics<br/>12. Man: a course of study<br/>13. Curriculum and the disciplines<br/>14. Initiation into the disciplines<br/>15. Grounding curriculum in a discipline<br/>16. Drawing upon the discipline's knowledge<br/>17. Priorities<br/>18. Disciplines, intellect, knowledge<br/>19. Education as extension of disciplines, intellect, knowledge<br/>20. Disciplines, knowledge, intellect: global considerations<br/>21. Disciplines, knowledge, intellect: local considerations<br/>22. The academic disciplines<br/>23. The discipline as a community<br/>24. The discipline as a hierarchical community<br/>25. The learning ( teaching dynamic of the discipline<br/>26. The educative process within the academic community<br/>27. Curricular issues<br/>28. Classification and selection of disciplines<br/>29. Curriculum as reflection of the discipline<br/>30. Curricular improvement<br/>31. Historical context<br/>32. Aims<br/>33. Knowledge<br/>34. Nature of knowledge<br/>35. Form of knowledge<br/>36. Origin of curricular knowledge<br/>37. Knowledge and objective reality<br/>38. The child<br/>39. The child as mind<br/>40. The child as memory and reason<br/>41. The incomplete child<br/>42. Learning<br/>43. The teaching ( learning dynamic<br/>44. Direction within the teaching ( learning dynamic<br/>45. Transmitting and receiving agents of the teaching ( learning dynamic<br/>46. Learning theory as reflection of the discipline<br/>47. Lack of concern with formal learning theory<br/>48. Many theories of learning<br/>49. Learning to parallel inquiry<br/>50. Readiness<br/>51. Teaching<br/>52. Evaluation<br/>53. Student evaluation<br/>54. Curricular evaluation<br/>55. Concluding perspective<br/>56. Chapter 3: social efficiency ideology<br/>57. A scientific technique of curriculum making<br/>58. Programmed curriculum and the behavioral engineer<br/>59. Programmed curriculum<br/>60. Behavioral engineering<br/>61. The analogy<br/>62. The analogy<br/>63. Objectives and standards<br/>64. Social orientation and terminal objectives<br/>65. Progressive objectives<br/>66. Education<br/>67. Scientific instrumentalism<br/>68. Social orientation <br/>69. Society<br/>70. People in society<br/>71. Educating people to live in society<br/>72. Education for a future better society<br/>73. Objectives<br/>74. Form of objectives<br/>75. Gathering terminal objectives<br/>76. Acquiring progressive objectives<br/>77. Atomism<br/>78. Objective reality<br/>79. Causality<br/>80. Ends, means, and instrumental values<br/>81. Historical context<br/>82. Social reform<br/>83. Utilitarian education<br/>84. Behavioral psychology<br/>85. Scientific methodology<br/>86. A century of forgetting<br/>87. Accountability movement: from educational to administrative and political initiatives<br/>88. Aims<br/>89. Knowledge<br/>90. The nature of knowledge<br/>91. Knowledge and objective reality<br/>92. Learning<br/>93. A behavioral viewpoint<br/>94. Assumptions about learning <br/>95. Readiness<br/>96. The child<br/>97. Lack of concern<br/>98. The child as a worker<br/>99. Individualized programmed instruction<br/>100. Teaching<br/>101. Role of the teacher<br/>102. Consequences<br/>103. Evaluation <br/>104. Reasons for evaluation<br/>105. Nature of evaluation<br/>106. Objectivity and atomization<br/>107. Appropriateness of evaluation <br/>108. Concluding perspective<br/>109. Chapter 4: learner centered ideology<br/>110. The ideal school<br/>111. The ideal school as different<br/>112. Ideal schools for all learners<br/>113. The learner-centered school<br/>114. The activity school<br/>115. The organic school<br/>116. The integrated school<br/>117. Learners<br/>118. The learner as central focus<br/>119. The nature of the learner<br/>120. The growing individual <br/>121. Growth<br/>122. Freedom and individualism<br/>123. Autonomy<br/>124. The learner in the present tense<br/>125. Developmental viewpoint<br/>126. The learning person<br/>127. Learning: the person in an environment<br/>128. Learning theory<br/>129. Learning leads to knowledge<br/>130. Teaching<br/>131. The curriculum<br/>132. Unit of work versus school subject<br/>133. Scope<br/>134. Sequence<br/>135. Flexibility<br/>136. The whole person curriculum<br/>137. Concrete to abstract<br/>138. Responsibility<br/>139. Historical context<br/>140. Aims<br/>141. The child<br/>142. The child as an integrated person<br/>143. The child as a meaning making organism<br/>144. The child and his subjective being<br/>145. Learning<br/>146. Learning as natural<br/>147. The mechanics of learning<br/>148. Stages of learning<br/>149. Teaching<br/>150. Teacher as diagnostician<br/>151. Teacher as the provider of the environment for learning<br/>152. Teacher as facilitator of learning<br/>153. Characteristics of the teacher<br/>154. Knowledge<br/>155. Personal meaning and knowledge construction<br/>156. Knowledge as a derivative concept<br/>157. Knowledge and reality<br/>158. Evaluation<br/>159. Assessment for growth<br/>160. Standardized objective testing<br/>161. Grading<br/>162. Student evaluation<br/>163. Curriculum evaluation<br/>164. Concluding perspective<br/>165. Chapter 5: social reconstruction ideology<br/>166. Highlander <br/>167. Sixth grade social reconstruction mathematics<br/>168. Projects<br/>169. Instructional procedures<br/>170. Start where students are<br/>171. Personal experience<br/>172. Intense discussion<br/>173. Follow up<br/>174. Vision and social action <br/>175. Academics<br/>176. Society and reconstruction<br/>177. Social perspective<br/>178. Deep social structures<br/>179. The individual in society<br/>180. Society, change, and crisis<br/>181. Reconstruction and vision<br/>182. Social dynamics<br/>183. Reconstruction through education <br/>184. The school as the institution of change<br/>185. Education as a social process<br/>186. Educational methods group discussion and experience<br/>187. Education and language<br/>188. Education and social change<br/>189. Civic responsibility<br/>190. Education and politics<br/>191. Education and socialization<br/>192. Historical context<br/>193. Aims<br/>194. The child<br/>195. Children as social agents<br/>196. Children as meaning makers<br/>197. Children in society <br/>198. Learning<br/>199. Meaning making <br/>200. Meaning structure<br/>201. Meaning structure<br/>202. Nature of learning<br/>203. Teaching<br/>204. The discussion method<br/>205. The experience method<br/>206. Teacher as colleague<br/>207. Characteristics of teaching<br/>208. Characteristics of teachers<br/>209. Knowledge<br/>210. Social construction of knowledge<br/>211. Knowledge and value<br/>212. Knowledge and reality<br/>213. Creation of knowledge<br/>214. Characteristics of knowledge<br/>215. Evaluation<br/>216. Concluding perspective<br/>217. Chapter 6: a comparative overview of curricular ideologies<br/>218. Comparative summary<br/>219. Aims of the developer<br/>220. Knowledge<br/>221. Learning<br/>222. The child<br/>223. Teaching<br/>224. Evaluation<br/>225. Other parameters<br/>226. Freedom<br/>227. Time<br/>228. Social improvement<br/>229. Multicultural education<br/>230. Concluding perspective<br/>231. Chapter 7: individual perspectives on curriculum ideologies<br/>232. Curriculum life histories<br/>233. Can people believe in more than one ideology?<br/>234. More than one ideology<br/>235. Posture toward different ideologies<br/>236. Why do educators change ideologies?<br/>237. Concluding perspective<br/>238. Appendix<br/>239. Curriculum ideologies inventory<br/>240. Instructions for graphing the results of the inventory<br/>241. Curriculum ideologies inventory graphing sheet<br/>242. Instructions for interpreting the results of the inventory<br/>243. Example of a completed graph for the curriculum ideologies inventory<br/>244. References<br/>245. Index<br/>246. About the author<br/> |
Withdrawn status | Damaged status | Not for loan | Home library | Current library | Date acquired | Source of acquisition | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
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UE-Central Library | UE-Central Library | 06.06.2018 | U.E. | 375.001 S337 | T1611 | 04.07.2022 | 06.06.2018 | Books |