Curriculum theory : conflicting visions and enduring concerns /
Michael S. Schiro.
- Los Angeles, Calif. : Sage Publications, c2008.
- xvii, 237 p. ill. ; 24 cm.
Includes bibliographical references and index.
1. Contents 2. Preface 3. Chapter 1: introduction to curriculum ideologies 4. Your beliefs about curriculum 5. The curriculum ideologies 6. Curriculum workers 7. The nature of the curriculum ideologies 8. Concluding perspective 9. Chapter 2: scholar academic ideology 10. Scholar academic curricula 11. Uicsm and smsg school mathematics 12. Man: a course of study 13. Curriculum and the disciplines 14. Initiation into the disciplines 15. Grounding curriculum in a discipline 16. Drawing upon the discipline's knowledge 17. Priorities 18. Disciplines, intellect, knowledge 19. Education as extension of disciplines, intellect, knowledge 20. Disciplines, knowledge, intellect: global considerations 21. Disciplines, knowledge, intellect: local considerations 22. The academic disciplines 23. The discipline as a community 24. The discipline as a hierarchical community 25. The learning ( teaching dynamic of the discipline 26. The educative process within the academic community 27. Curricular issues 28. Classification and selection of disciplines 29. Curriculum as reflection of the discipline 30. Curricular improvement 31. Historical context 32. Aims 33. Knowledge 34. Nature of knowledge 35. Form of knowledge 36. Origin of curricular knowledge 37. Knowledge and objective reality 38. The child 39. The child as mind 40. The child as memory and reason 41. The incomplete child 42. Learning 43. The teaching ( learning dynamic 44. Direction within the teaching ( learning dynamic 45. Transmitting and receiving agents of the teaching ( learning dynamic 46. Learning theory as reflection of the discipline 47. Lack of concern with formal learning theory 48. Many theories of learning 49. Learning to parallel inquiry 50. Readiness 51. Teaching 52. Evaluation 53. Student evaluation 54. Curricular evaluation 55. Concluding perspective 56. Chapter 3: social efficiency ideology 57. A scientific technique of curriculum making 58. Programmed curriculum and the behavioral engineer 59. Programmed curriculum 60. Behavioral engineering 61. The analogy 62. The analogy 63. Objectives and standards 64. Social orientation and terminal objectives 65. Progressive objectives 66. Education 67. Scientific instrumentalism 68. Social orientation 69. Society 70. People in society 71. Educating people to live in society 72. Education for a future better society 73. Objectives 74. Form of objectives 75. Gathering terminal objectives 76. Acquiring progressive objectives 77. Atomism 78. Objective reality 79. Causality 80. Ends, means, and instrumental values 81. Historical context 82. Social reform 83. Utilitarian education 84. Behavioral psychology 85. Scientific methodology 86. A century of forgetting 87. Accountability movement: from educational to administrative and political initiatives 88. Aims 89. Knowledge 90. The nature of knowledge 91. Knowledge and objective reality 92. Learning 93. A behavioral viewpoint 94. Assumptions about learning 95. Readiness 96. The child 97. Lack of concern 98. The child as a worker 99. Individualized programmed instruction 100. Teaching 101. Role of the teacher 102. Consequences 103. Evaluation 104. Reasons for evaluation 105. Nature of evaluation 106. Objectivity and atomization 107. Appropriateness of evaluation 108. Concluding perspective 109. Chapter 4: learner centered ideology 110. The ideal school 111. The ideal school as different 112. Ideal schools for all learners 113. The learner-centered school 114. The activity school 115. The organic school 116. The integrated school 117. Learners 118. The learner as central focus 119. The nature of the learner 120. The growing individual 121. Growth 122. Freedom and individualism 123. Autonomy 124. The learner in the present tense 125. Developmental viewpoint 126. The learning person 127. Learning: the person in an environment 128. Learning theory 129. Learning leads to knowledge 130. Teaching 131. The curriculum 132. Unit of work versus school subject 133. Scope 134. Sequence 135. Flexibility 136. The whole person curriculum 137. Concrete to abstract 138. Responsibility 139. Historical context 140. Aims 141. The child 142. The child as an integrated person 143. The child as a meaning making organism 144. The child and his subjective being 145. Learning 146. Learning as natural 147. The mechanics of learning 148. Stages of learning 149. Teaching 150. Teacher as diagnostician 151. Teacher as the provider of the environment for learning 152. Teacher as facilitator of learning 153. Characteristics of the teacher 154. Knowledge 155. Personal meaning and knowledge construction 156. Knowledge as a derivative concept 157. Knowledge and reality 158. Evaluation 159. Assessment for growth 160. Standardized objective testing 161. Grading 162. Student evaluation 163. Curriculum evaluation 164. Concluding perspective 165. Chapter 5: social reconstruction ideology 166. Highlander 167. Sixth grade social reconstruction mathematics 168. Projects 169. Instructional procedures 170. Start where students are 171. Personal experience 172. Intense discussion 173. Follow up 174. Vision and social action 175. Academics 176. Society and reconstruction 177. Social perspective 178. Deep social structures 179. The individual in society 180. Society, change, and crisis 181. Reconstruction and vision 182. Social dynamics 183. Reconstruction through education 184. The school as the institution of change 185. Education as a social process 186. Educational methods group discussion and experience 187. Education and language 188. Education and social change 189. Civic responsibility 190. Education and politics 191. Education and socialization 192. Historical context 193. Aims 194. The child 195. Children as social agents 196. Children as meaning makers 197. Children in society 198. Learning 199. Meaning making 200. Meaning structure 201. Meaning structure 202. Nature of learning 203. Teaching 204. The discussion method 205. The experience method 206. Teacher as colleague 207. Characteristics of teaching 208. Characteristics of teachers 209. Knowledge 210. Social construction of knowledge 211. Knowledge and value 212. Knowledge and reality 213. Creation of knowledge 214. Characteristics of knowledge 215. Evaluation 216. Concluding perspective 217. Chapter 6: a comparative overview of curricular ideologies 218. Comparative summary 219. Aims of the developer 220. Knowledge 221. Learning 222. The child 223. Teaching 224. Evaluation 225. Other parameters 226. Freedom 227. Time 228. Social improvement 229. Multicultural education 230. Concluding perspective 231. Chapter 7: individual perspectives on curriculum ideologies 232. Curriculum life histories 233. Can people believe in more than one ideology? 234. More than one ideology 235. Posture toward different ideologies 236. Why do educators change ideologies? 237. Concluding perspective 238. Appendix 239. Curriculum ideologies inventory 240. Instructions for graphing the results of the inventory 241. Curriculum ideologies inventory graphing sheet 242. Instructions for interpreting the results of the inventory 243. Example of a completed graph for the curriculum ideologies inventory 244. References 245. Index 246. About the author