Curriculum theory :
Schiro, Michael.
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
9781412953153 (cloth : alk. paper) 9781412953160 (pbk. alk. paper)
Education--Curricula--Philosophy.
Education--Curricula--Philosophy.--United States
375/.001 / S337
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
9781412953153 (cloth : alk. paper) 9781412953160 (pbk. alk. paper)
Education--Curricula--Philosophy.
Education--Curricula--Philosophy.--United States
375/.001 / S337
