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Preface to the Third Edition | |
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Introduction | |
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Looking Back: A Prologue to Curriculum Studies | |
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Scientific Method in Curriculum-making | |
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A Critical Consideration of the New Pedagogy in its Relation to Modern Science | |
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My Pedagogic Creed | |
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The Public School and the Immigrant Child | |
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Dare the School Build a New Social Order | |
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The Rise of Scientific Curriculum-Making and Its Aftermath | |
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Curriculum At EducationG++s Center Stage | |
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Basic Principles of Curriculum and Instruction | |
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Man: A Course of Study | |
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Objectives | |
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Education ObjectivesG++Help or Hindrance | |
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The Daily Grind | |
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The Practical: A Language for Curriculum | |
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Reconceptualizing Curriculum Theory | |
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Pedagogy of the Oppressed | |
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Curriculum and Consciousness | |
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The Reconceptualization of Curriculum Studies | |
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The Paideia Proposal | |
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The False Promise of the Paideia: A Cricitcal Review of the Paideia Proposal | |
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Implementation as Mutual Adaptation: Change in Classroom Organization | |
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Controlling the Work of Teachers | |
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How Schools Shortchange Girls: Three Perspectives on Curriculum, American Association of University Women (AAUW) | |
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After a Century of Curriculum Thought: Change and Continuity | |
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HIV/AIDS Education: Toward a Collaborative Curriculum | |
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The Four RG++sG++An Alternative to the Tyler Rational | |
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Generational Ideas in Curriculum: A Historical Triangulation | |
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High-Stakes Testing and Curriculum Control: A Qualitative Metasynthesis | |
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Standardizing Knowledge in a Multicultural Society | |
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Outside the Core: Accountability in Tested and Untested Subjects | |
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What Does it Mean to Say a School is Doing Well | |
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Subtractive Schooling, Caring Relations, and Social Capital in the Schooling of U.S. Mexican Youth | |
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Teacher Experiences of Culture in the Curriculum | |
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Silence on G | |