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Curriculum Theory Conflicting Visions and Enduring Concerns

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ISBN-10: 141298890X

ISBN-13: 9781412988902

Edition: 2nd 2013

Authors: Michael Stephen Schiro

List price: $60.00
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Description:

The Second Edition of Curriculum Theory: Conflicting Visions and Enduring Concerns by Michael Stephen Schiro presents a clear, unbiased, and rigorous description of the major curriculum philosophies that have influenced educators and schooling over the last century. The author analyzes four educational visions-Scholar Academic, Social Efficiency, Learner Centered, and Social Reconstruction-to enable readers to reflect on their own educational beliefs and more productively interact with educators who might hold different beliefs.
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Book details

List price: $60.00
Edition: 2nd
Copyright year: 2013
Publisher: SAGE Publications, Incorporated
Publication date: 4/24/2012
Binding: Paperback
Pages: 320
Size: 7.25" wide x 9.00" long x 0.75" tall
Weight: 1.188
Language: English

Michael Stephen Schiro has taught at the elementary, middle, and high school levels. He received his bachelorate from Tufts University and his doctorate from Harvard University. In the 1960's he worked for school desegregation n North Carolina. In the 1970's he worked to improve urban education in Lowell, Massachusetts. He was chair of the Department of Teacher Education and School Administration at Boston College in the 1980's. He specializes in mathematics education and curriculum theory, and taught courses in mathematics education, curriculum theory, computer education, literacy, and multicultural education at Boston College from 1974 to 2009, when he retired. He published eleven books…    

Preface
Acknowledgments
Introduction to the Curriculum Ideologies
Your Beliefs About Curriculum
The Curriculum Ideologies
The Scholar Academic Ideology
The Social Efficiency Ideology
The Learner Centered Ideology
The Social Reconstruction Ideology
Historical Perspective on the Ideologies
Curriculum Workers
The Nature of the Curriculum Ideologies
Scholar Academic Ideology
Scholar Academic Curricula
UICSM and SMSG School Mathematics
Man: A Course of Study
Curriculum and the Disciplines
Initiation Into the Disciplines
Grounding Curriculum in a Discipline
Drawing Upon the Discipline's Knowledge
Priorities
Disciplines, Intellect, Knowledge: An Assumed Equivalence
Education as an Extension of Disciplines, Intellect, Knowledge
Disciplines, Intellect, Knowledge: Global Considerations
Disciplines, Intellect, Knowledge: Local Considerations
The Academic Disciplines
The Discipline as a Community
The Discipline as a Hierarchical Community
The Learning ↔ Teaching Dynamic of the Discipline
The Educative Process Within the Academic Community
Curriculum Issues
Classification and Selection of Disciplines
Curriculum as a Reflection of the Discipline
Curriculum Improvement
Historical Context
Aims
Knowledge
The Nature of Knowledge
The Form of Knowledge
The Origin of Curriculum Knowledge
Knowledge and Objective Reality
The Child
The Child as Mind
The Child as Memory and Reason
The Incomplete Child
Learning
The Learning ↔ Teaching Dynamic
Direction Within the Learning ↔ Teaching Dynamic
Transmitting and Receiving Agents of the Learning ↔ Teaching Dynamic
Learning Theory as Reflection of the Discipline
Lack of Concern With Formal Learning Theory
Many Theories of Learning
Learning to Parallel Inquiry
Readiness
Teaching
Teachers as Members of a Discipline
Teachers as Transmitters, Mediators, or Translators
Teaching Methods
Evaluation
Student Evaluation
Curriculum Evaluation
Concluding Perspective
Social Efficiency Ideology
A Scientific Technique of Curriculum Making
Programmed Curriculum and the Behavioral Engineer
Programmed Curriculum
Behavioral Engineering
The Analogy
Objectives and Standards
Education
Scientific Instrumentalism
Social Orientation
Society
People in Society
Educating People to Live in Society
Education for a Better Society
Objectives
The Form of Objectives
Gathering Terminal Objectives
Acquiring Progressive Objectives
Atomism
Objective Reality
Causality
Ends, Means, and Instrumental Values
Historical Context
Social Reform
Utilitarian Education
Behavioral Psychology
Scientific Methodology
A Century of Forgetting
Accountability Movement: From Educational to Administrative and Political Initiatives
Aims
Knowledge
The Nature of Knowledge
Knowledge and Objective Reality
Learning
A Behavioral Viewpoint
Assumptions About Learning
Readiness
The Child
Lack of Concern
The Child as a Worker
Individualized Programmed Instruction
Teaching
Role of the Teacher
Consequences
Evaluation
Reasons for Evaluation
The Nature of Evaluation
Objectivity and Atomization
Appropriateness of Evaluation
Concluding Perspective
Learner Centered Ideology
Ideal Schools
Ideal Schools for All Learners
A Learner Centered Curriculum
The Ideal School
The Learner-Centered School
The Activity School
The Organic School
The Integrated School
Learners
The Learner as Central Focus
The Nature of the Learner
The Growing Individual
The Learner in the Present Tense
Learning
Developmental Viewpoint
Learning Theory
Learning Leads to Knowledge
Teaching and Learning in Instructional Environments
The Person in an Environment
The Learning Environment
Structure of the Learning Environment
Teaching
Freedom, Individualism, and Shared Responsibility
The Curriculum: Unit of Work Versus School Subject
Scope
Sequence
Flexibility
Concern for the Whole Person
Movement From the Concrete to the Abstract
Responsibility
Historical Context
Aims
The Child
The Child as an Integrated Person
The Child as a Meaning-Making Organism
The Child's Subjective Being
Learning
Learning as Natural
The Mechanics of Learning
Stages of Learning
Teaching
The Teacher as Diagnostician
The Teacher as Provider of the Environment for Learning
The Teacher as Facilitator of Learning
Characteristics of the Teacher
Knowledge
Personal Meaning and Knowledge Construction
Knowledge and Experience
Knowledge as a Derivative Concept
Knowledge and Reality
Evaluation
Assessment for Growth
Standardized Objective Testing
Grading
Student Evaluation
Curriculum Evaluation
Concluding Perspective
Social Reconstruction Ideology
Highlander
Sixth-Grade Social Reconstruction Mathematics
Projects
Instructional Procedures
Start Where Students Are
Personal Experience
Intense Discussion
Follow-Up
Vision and Social Action
Academics
Society and Reconstruction
Social Perspective
Deep Social Structures
The Individual in Society
Society, Change, and Crisis
Reconstruction and Vision
Social Dynamics
Reconstruction Through Education
The School as the Institution of Change
Education as a Social Process
Educational Methods: Group Discussion and Experience
Education and Language
Education and Social Change
Civic Responsibility
Education and Politics
Education and Socialization
Historical Context
Aims
The Child
Children as Social Agents
Children as Meaning Makers
Children in Society
Learning
Meaning Making
Meaning Structure
The Nature of Learning
Teaching
The Discussion Method
The Experience Method
The Teacher as Colleague
Characteristics of Teaching
Characteristics of Teachers
Knowledge
The Social Construction of Knowledge
Knowledge and Value
Knowledge and Reality
The Creation of Knowledge
Characteristics of Knowledge
Evaluation
Student and Curriculum Evaluation
Perspective on Increased Student Testing
Concluding Perspective
A Comparative Overview of the Curriculum Ideologies
Comparative Summary
Aims Play
Aims Comparison
Knowledge Play
Knowledge Comparison
Learning Play
Learning Comparison
The Child Play
The Child Comparison
Teaching Play
Teaching Comparison
Evaluation Play
Evaluation Comparison
Other Parameters
Freedom
Time
Social Improvement
Multicultural Education
Teacher Education
Concluding Perspective
Individual Perspectives on the Curriculum Ideologies
Curriculum Life Histories
Can People Believe in More Than One Ideology?
More Than One Ideology
Posture Toward Different Ideologies
Why Do Educators Change Ideologies?
Concluding Perspective
Appendix: Curriculum Ideologies Inventory
References
Index
About the Author