Curriculum Theory Network最新文献_第8页

Two Suggested Categories of Curriculum Theory. 课程理论的两种建议范畴。

Curriculum Theory Network Pub Date : 1900-01-01 DOI: 10.2307/1179183

Marvin Grandstaff

引用次数: 0

Appropriate Research Directions in Curriculum and Instruction 课程与教学的适当研究方向

Curriculum Theory Network Pub Date : 1900-01-01 DOI: 10.2307/1179291

Mauritz Johnson

引用次数: 6

Mapping as an Approach to Curriculum Planning 映射作为课程规划的一种方法

Curriculum Theory Network Pub Date : 1900-01-01 DOI: 10.2307/1179238

J. Hausman

{"title":"Mapping as an Approach to Curriculum Planning","authors":"J. Hausman","doi":"10.2307/1179238","DOIUrl":"https://doi.org/10.2307/1179238","url":null,"abstract":"Recently I visited one of the tour-guide services sponsored by a large oil company. I was planning an automobile trip and sought the help of a middle-aged man attired in a blue blazer with red pencil in hand. His questions were simple and direct: Where do you want to go? Where do you start? How much time do you have for your trip? What are your interests? Which route-scenic or highways and throughways? I answered each of his questions quickly and without elaboration. Then he reached into his files and produced a series of maps that he proceeded to mark with his red pencil. His comments afterward were interesting and helpful. He spoke of road construction to avoid, of interesting sites to seek out, of special events that would coincide with my travel. After I had told him generally what I needed, he was able to convey to me a range of information related to my travels. Armed with maps of varying degrees of complexity and detail, he was able to help chart my course for the next few weeks. As I left carrying my maps, I noticed his turning to the next person in line and asking, \"Where do you want to go?\" Thinking by analogy has its strengths and weaknesses. On the one hand, an analogy affords a way of using ideas in another context. One can develop a certain kind of distance in viewing familiar concepts and situations from another vantage point. Given the structure and distance afforded by the analogy, one can return to the initial ideas of operations using the analogy for the special insights it can provide.' But just as an analogy can be used as a tool, it may also become a trap. A powerful and persuasive analogy can force one to structure perceptions in terms of the analogy rather than in terms of the realities of the problem. For example, references to human behavior using the machine as an analogy have led to certain in-put/out-put assumptions that prompt the treatment of people in an overly mechanistic fashion, ignoring data that do not conveniently fit into the machine's framework. Thus, I found myself thinking warily about my experience in having a trip mapped for me as an analogy for another of my concerns-mapping (planning) curricula. At the time, I was deeply im","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121434034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Research and Reason: Recent Literature and Ideas in American Art Education 研究与理性:美国艺术教育的近代文学与思想

Curriculum Theory Network Pub Date : 1900-01-01 DOI: 10.2307/1179237

Stephen Dobbs

引用次数: 2

Aesthetic Education: Some Strategies for Intervention 美育:一些干预策略

Curriculum Theory Network Pub Date : 1900-01-01 DOI: 10.2307/1179234

Stanley S. Madeja

引用次数: 1

Curriculum Change at the System Level: A Four-Year Mathematics Project. 系统层面的课程改革:一个四年数学项目。

Curriculum Theory Network Pub Date : 1900-01-01 DOI: 10.2307/1179258

K. Leithwood

{"title":"Curriculum Change at the System Level: A Four-Year Mathematics Project.","authors":"K. Leithwood","doi":"10.2307/1179258","DOIUrl":"https://doi.org/10.2307/1179258","url":null,"abstract":"Prevailing views on the process of school change emerge largely from the analysis of failures (e.g., Fullan and Pomfret 1975; Smith and Keith 1971; Gross, Giacquinta, and Bernstein 1971; Goodlad and Klein 1970; House 1974). Different change approaches fail for various reasons, most of which, we suggest, are included in the following categories: 1. Inappropriate match between the existing characteristics of a system and the innovation (e.g., Connelly [1972] discusses studies which reveal discrepancies between the philosophy of a program and the philosophy of instruction held by teachers who were expected to implement it). 2. Inadequate attention to securing client support for the innovation and for the practices required for its effective implementation (e.g., Fullan 1972). 3. Inadequate provision for clients acquiring the skills needed for effective implementation (e.g., Fullan 1972). 4. Inadequate provision in change strategies for monitoring their effects, and for modifying strategies and tactics accordingly. 5. Lack of sound evidence demonstrating the innovation's relative advantage. Regan and Leithwood (1974) have noted other features accounting for failure, including inappropriate focus on the product of the change, illogical diffusion models, and oversimplified change strategies. Different as they are, all these suggested reasons have one thing in common: all suggest that narrowness in scope is an important element in school-change failure. This paper is concerned with curriculum development, which, like all types of school change, may be viewed either broadly or narrowly. Narrowly viewed, curriculum refers to a planned set of written materials used in guiding the course of student experience, including student-teacher interaction. Such a conception suggests that the purpose of development","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129406171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Knowledge and Action: The Theory and Practice of “The Practical” 知识与行动:“实践者”的理论与实践

Curriculum Theory Network Pub Date : 1900-01-01 DOI: 10.2307/1179216

W. Wick

引用次数: 6

On Curriculum Construction. 论课程建设。

Curriculum Theory Network Pub Date : 1900-01-01 DOI: 10.2307/1179328

B. Bode

{"title":"On Curriculum Construction.","authors":"B. Bode","doi":"10.2307/1179328","DOIUrl":"https://doi.org/10.2307/1179328","url":null,"abstract":"At the present time the problem of curriculum construction is very much in the foreground. There is a widespread feeling that curriculum construction in the past was left almost wholly to tradition, guesswork, and individual bias. It was customary to announce certain lofty aims and then to lay down a curriculum that bore no discoverable relations to these aims. We now recognize this as bad form. As Bobbitt puts it: \"Objectives that are only vague, high-sounding hopes and aspirations are to be avoided. Examples are: 'character building,' the 'harmonious development of the individual,' 'social efficiency,' 'general discipline,' 'self-realization,' 'culture,' and the like. All of these are valid enough; but too cloud-like for guiding practical procedure. They belong to the visionary adolescence of our profession-not to its sober and somewhat disillusioned maturity\" (1924b, P-32). Adolescence, as we know, tends to take its responsibilities lightly. The objectives that used to be set up certainly have the appearance of being a kind of New Year resolutions, formulated in conformity with the spirit of the occasion but with no thought of taking them seriously. Our forefathers talked much of character formation and discipline, but did not consider it necessary to keep these high purposes in mind when they were occupied in drilling defenseless childhood in the forms of Latin syntax. In their actual teaching they were less concerned with general aims than with specific results. From the standpoint of certain modem educators their practice was wiser than their theory. \"A teacher of chemistry,\" as Thorndike says, \"who thought vaguely of the general end of the teaching of science might well be doing far less to attain it than one who thought of the","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134506614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 77

Hiding the Hidden Curriculum: An Interpretation of the Language of Justification in Nineteenth- Century Educational Reform. 隐藏课程:19世纪教育改革中的辩护语言解读。

Curriculum Theory Network Pub Date : 1900-01-01 DOI: 10.1080/00784931.1974.11075752

Elizabeth Vallance

{"title":"Hiding the Hidden Curriculum: An Interpretation of the Language of Justification in Nineteenth- Century Educational Reform.","authors":"Elizabeth Vallance","doi":"10.1080/00784931.1974.11075752","DOIUrl":"https://doi.org/10.1080/00784931.1974.11075752","url":null,"abstract":"There is a curious discontinuity in the history of educational rhetoric, one that to my knowledge has not yet been seriously explored. The discontinuity appears toward the beginning of the twentieth century as a sudden shift in the ways that school people and others have justified public schooling in America. Exploring this shift may shed considerable light on a current issue in education, the issue of the schools' \"hidden curriculum.\" Recently we have witnessed the discovery-or, rather, we have heard the allegation, for the issue is cast most often as criticism-that schools are teaching more than they claim to teach, that they are doing it systematically, and doing it well. A pervasive hidden curriculum has been discovered in operation. The functions of this hidden curriculum have been variously identified as the inculcation of values, political socialization, training in obedience and docility, the perpetuation of traditional class structurefunctions that may be characterized generally as social control. Critics allege that, although this function of social control is not acknowledged openly, it is performed nevertheless, perhaps more effectively than the deliberate teaching of intellectual content and skill, the function in whose name we explicitly justify schooling. But if social control is now called a hidden function of the school, it cannot be called an unfamiliar one. Even the recent literature of discovery and exploration (e.g., Overly, 1970) conveys no astonishment at what it has found. The functions of the hidden curriculum are performed openly, sometimes by the most mundane and venerable practices of the schools. If these practices constitute a hidden curriculum, it is hidden only in the sense that the function of social control goes unacknowledged in current rationales for public education. The schools' social control function has been hidden from the language of justification. Indeed, it has vanished from that language, for much that is today called a hidden function of the schools was previously held to be among the prime benefits of schooling.","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"123 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129523742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 151

Aesthetics and the Humanities 美学与人文

Curriculum Theory Network Pub Date : 1900-01-01 DOI: 10.2307/1179235

Erwin Biener

引用次数: 0