Curriculum Development in the Postmodern EraRoutledge, 2006 - 330 من الصفحات This landmark text was one of the first to introduce and analyze contemporary concepts of curriculum that emerged from the Reconceptualization of curriculum studies in the 1970s and 1980s. This new edition brings readers up to date on the major research themes (postmodernism,ecological, hermeneutics, aesthetics and arts-based research, race, class, gender, sexuality, and classroom practices) within the historical development of the field from the 1950s to the present. Like the previous editions, it is unique in providing a comprehensive overview in a relatively short and highly accessible text. Provocative and powerful narratives (both biography and autoethnography) throughout invite readers to engage the complex theories in a personal conversation. School-based examples allow readers to make connections to schools and society, teacher education, and professional development of teachers. Changes in the Third Edition
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من داخل الكتاب
النتائج 1-3 من 64
... traditional synoptic text must shift from an obsession with school - based policy and evaluation to a broader concern to understand the complicated conversations of curriculum in the context of schools , society , and autobiography . I ...
... traditional historical methodologies : In the early 1970s , a number of books offered a challenge to standard histories of educa- tion , the early paragon of which is Cubberley's Public Education in the United States ( 1934 ) and The ...
... Traditional theological hermeneutics , as we have seen above , will insist on a nor- mative methodology . However , this normative methodology is not Blacker's conversing dialogue . The traditional normative methodology is determined by ...
المحتوى
Introduction | 1 |
Part One Curriculum Development as a Field of Study | 15 |
to 2006 | 57 |
حقوق النشر | |
8 من الأقسام الأخرى غير ظاهرة