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Curriculum theory : (Record no. 465)

MARC details
000 -LEADER
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/>
Holdings
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
      UE-Central Library UE-Central Library 06.06.2018 U.E. 375.001 S337 T1611 04.07.2022 06.06.2018 Books
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