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Curriculum Theory

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Curriculum Theory

Conflicting Visions and Enduring Concerns



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Curriculum Theory: Conflicting Visions and Enduring Concerns by Michael Stephen Schiro
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Curriculum Theory: Conflicting Visions and Enduring Concerns examines the actual curriculum and instructional beliefs that influence the construction, teaching, and administration of curriculum in American schools. It describes and analyzes four educational visions that have influenced, and continue to influence, American schools and educators. The authors also describe the effects that these competing visions can have on the professional lives of educators over the span of their careers. This provides readers with a sympathetic understanding of the four conflicting visions of curriculum that will enable them to both reflect on their own educational beliefs and allow them to more productively interact with educators who might hold different beliefs.Key Features: o Presents readers with a clear, sympathetic, and unbiased perspective on the major curriculum philosophies (ideologies, viewpoints, or visions for schooling) that have exerted influence on American educators and schooling over the last century o Stimulates readers to better understand their own beliefs while also providing them an understanding of the range of alternate ways of thinking about the fundamental goals of education o Helps educators to more effectively clarify and shape their own curriculum goals, as well as empower them to realize their goals as educators o Enables readers to more easily accept changes in their own evolving curricular beliefs and pursue new curricular initiatives.

Table of Contents

Preface 1. Introduction to Curriculum Ideologies Your Beliefs About Curriculum The Curriculum Ideologies Curriculum Workers The Nature of the Curriculum Ideologies 2. Scholar Academic Ideology Scholar Academic Curricula Curriculum and the Disciplines The Academic Disciplines Curriculum Issues Historical Context Aims Knowledge The Child Learning Teaching Evaluation Concluding Perspective 3. Social Efficiency Ideology A Scientific Technique of Curriculum Making Programmed Curriculum and the Behavioral Engineer The Analogy Social Orientation Objectives Historical Context Aims Knowledge Learning The Child Teaching Evaluation Concluding Perspective 4. Learner Centered Ideology The Ideal School Learners The Growing Individual The Learning Person The Curriculum: Unit of Work Versus School Subject Historical Context Aims The Child Learning Teaching Knowledge Evaluation Concluding Perspective 5. Social Reconstruction Ideology Highlander Sixth-Grade Social Reconstruction Mathematics Society and Reconstruction Reconstruction Through Education Historical Context Aims The Child Learning Teaching Knowledge Evaluation Concluding Perspective 6. A Comparative Overview of Curriculum Ideologies Comparative Summary Other Parameters Concluding Perspective 7. Individual Perspectives on Curriculum Ideologies Curriculum Life Histories Can People Believe in More Than One Ideology? Why Do Educators Change Ideologies? Concluding Perspective Appendix: Curriculum Ideologies Inventory References Index About the Author Why Do Educators Change Ideologies? Concluding Perspective Appendix Curriculum Ideologies Inventory Instructions for Graphing the Results of the Inventory Curriculum Ideologies Inventory Graphing Sheet Instructions for Interpreting the Results of the Inventory Example of a Completed Graph for the Curriculum Ideologies Inventory References Index About the Author

Author Biography

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 with such diverse titles as Integrating Children's Literature and Mathematics in the Classroom, Oral Story Telling and Teaching Mathematics, Mega-Fun Math Games, Curriculum for Better Schools: The Great Ideological Debate, and Tan and the Shape Changer.
Release date NZ
October 17th, 2007
Country of Publication
United States
SAGE Publications Inc
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