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ACKNOWLEDGEMENTS????????????????..ix PREFACE??????????????????????? ..x PART ONE CURRICULUM: THE THEORETIC DOMAIN CHAPTER 1: CURRICULUM AND ITS IDEOLOGICAL CONCEPTIONS?1 Culture and Curriculum Some Definitions of Curriculum Curriculum as a Social Practice The Lost Democratic Ideal of School-Based Curriculum Development The Objectives Model and Technical Rationality Deliberation and Curriculum Conceptions of Curriculum Six Curriculum Ideologies Curriculum Development Imagination Conclusions CHAPTER 2: CURRICULUM, QUALITY AND FREEDOM???????.. 67 The Public Curriculum Quality as a Concept in Education Constraints on Quality Lack of Freedom and Planning: State versus the Reflective Practitioner The Need for a Schools Council for Curriculum and Examinations The Cult of Inefficiency and Teacher Education Academic Freedom and Curriculum Development Patriotic Correctness and the University The Essence of Freedom Recommendations Conclusions CHAPTER 3: CURRICULUM DESIGN AND THEORIZING?????.102 Sources of Objectives Curriculum Theorizing Curriculum Perspectives Some Curricular Design Models The National Curriculum Notion Roots of the Objectives Model in America CHAPTER 4: SOME LIMITATIONS OF THE OBJECTIVES MODEL IN CURRICULUM ??????????????????????????133 Some Criticisms of Educational Objectives Standards and Curriculum Concluding Comments on Objectives CHAPTER 5: A PROCESS INQUIRY MODEL FOR CURRICULUM?..157 The Process-Inquiry Model Rationale for a Process Model Which Rationality? Technical, or Practical? Principles for the Selection of Content Elements in the Process-Inquiry Theory The Concept of Education Criteria for Education Towards the Development of Situational Understanding Concluding Comments PART TWO DEMOCRATIC PEDAGOGY: THE PRACTICAL CHAPTER 6: THE TEACHER AS RESEARCHER: ACTION RESEARCH AS THE BASIS FOR PROFESSIONAL DEVELOPMENT??????????202 Education as a Profession Constraints on Action Research in Schools and Colleges Conclusions CHAPTER 7: ACTION RESEARCH AND PHILOSOPHY: ORIGINS, NATURE AND CONDUCT OF INQUIRY???????????????.230 Theoretical Origins of Action Research Field Theory and Action Research School Improvements and Practical Action Research 1950- Critical Theory and Action Research Action Inquiry, Rightful Intention and Human Action Critical Realism as a Base The Conduct of Action Research: Towards Situational Understanding Some Action Research Methods CHAPTER 8: THE ACTION RESEARCH SEMINAR AND DEMOCRATIC PEDAGOGY?????????????????????.264 The Action Research Seminar Features of the Action Research/Inquiry Seminar Principles of Procedure for the Seminar Principles of Procedure for Discussion Pedagogy The Activities of Action Research: A Structure for the Seminar Principles of Procedure for Chairing the Action Inquiry Seminar Some Research Evidence CHAPTER 9: CONTROVERSIAL ISSUES, EVIDENCE AND PEDAGOGY?286 Towards a Pedagogy for Controversial Issues Value Issues and Procedural Neutrality The Action Inquiry Seminar Pedagogical Procedures The Value-Neutral/Impartial Chairperson Principles of Procedure The Role of the Teacher on Controversial Value Issues CHAPTER 10: ETHICS, INQUIRY AND PRACTICAL REASON: TOWARDS AN IMPROVED PEDAGOGY?????????????.302 Towards a Constructivist Critical Pedagogy I. Ethics II. Inquiry Some Principles of Procedure Curriculum Selection Principles Ethics and Teaching Ethical Principles of Procedure Imagination and Creativity The Poverty Curriculum Project Aim of Unit Principles of Procedure: Criteria for Teachers Teacher Strategy III. Practical Reason Peter Abelard PART THREE TEACHER VALUES AND TEACHER EDUCATION CHAPTER 11: TEACHERS? HUMAN VALUES AND IDEOLOGIES?????????????????..334 The Nature of Values and the Value Survey Instrument The Value Survey Theoretical Assumptions: Expectations and Hypotheses The Six Ideologies and Cumulative Indexes The Educational Ideology The Caring Ideology The Religious Ideology The Political Ideology The Social Ideology The Personal Ideology Overall Results for National Groups Values and Teaching Results in Perspective PART FOUR CURRICULUM AND EVALUATION: THE CRITICAL DOMAIN CHAPTER 12: THE COUNTENANCE OF EVALUATION AND THE SPECIAL PLACE OF ACTION RESEARCH?????????????.372 The Nature of Evaluation as Professional Judgement The Political Nature of Evaluation Curriculum Programme Evaluation Curriculum Research Teacher Appraisal Teacher Self Evaluation Student Assessment Action Research and Evaluation Accountability Schools as Critical Democratic Communities of Learning Concluding Comments REFERENCES AUTHOR INDEX SUBJECT INDEX
Library of Congress Subject Headings for this publication:
Curriculum planning.
Action research.
Critical pedagogy.