Reconceptualizing curriculum development : inspiring and informing action /
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Imprint: | New York : Routledge, 2015. |
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Description: | xxvi, 237 pages ; 24 cm. |
Language: | English |
Series: | Studies in curriculum theory Studies in curriculum theory. |
Subject: | Curriculum planning. EDUCATION -- Curricula. EDUCATION -- Aims & Objectives. EDUCATION -- Philosophy & Social Aspects. Curriculum planning. |
Format: | Print Book |
URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/10117225 |
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001 | 10117225 | ||
003 | ICU | ||
005 | 20141224142212.3 | ||
008 | 140728s2015 nyu b 001 0 eng | ||
010 | |a 2014017040 | ||
020 | |a 9780415704274 |q hardback | ||
020 | |a 0415704278 |q hardback | ||
035 | |a (OCoLC)879583748 | ||
040 | |a DLC |b eng |e rda |c DLC |d YDXCP |d BTCTA |d OCLCO |d BDX |d OCLCQ |d NhCcYBP | ||
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050 | 0 | 0 | |a LB2806.15 |b .R425 2015 |
082 | 0 | 0 | |a 375/.001 |2 23 |
084 | |a EDU007000 |a EDU003000 |a EDU040000 |2 bisacsh | ||
245 | 0 | 0 | |a Reconceptualizing curriculum development : |b inspiring and informing action / |c James G. Henderson and colleagues. |
264 | 1 | |a New York : |b Routledge, |c 2015. | |
300 | |a xxvi, 237 pages ; |c 24 cm. | ||
336 | |a text |b txt |2 rdacontent |0 http://id.loc.gov/vocabulary/contentTypes/txt | ||
337 | |a unmediated |b n |2 rdamedia |0 http://id.loc.gov/vocabulary/mediaTypes/n | ||
338 | |a volume |b nc |2 rdacarrier |0 http://id.loc.gov/vocabulary/carriers/nc | ||
490 | 1 | |a Studies in curriculum theory | |
504 | |a Includes bibliographical references and index. | ||
520 | |a "Reconceptualizing Curriculum Development provides accessible, clear guidance on curriculum problem solving and educational leadership through the practice of a synoptic curriculum study. This practice integrates three influential interpretations of curriculum--curriculum as deliberative artistry, curriculum as complicated conversation, and curriculum as currere--with John Dewey's lifetime work on reflective inquiry. At its heart, the book advances a way of studying as a way of living with reference to the question: How might I live as a democratic educator? The study guidance is organized as an open-ended scaffolding of three embedded reflective inquiries informed by four deliberative conversations. Study recommendations are provided by a carefully selected team. The field-tested study-based approach is illustrated through a multi-layered, multi-voiced narrative collage of four experienced teachers' personal journeys of understanding in a collegial study context. Applying William Pinar's argument that a "conceptual montage" enabling teachers to lead complicated conversations should be the focus for curriculum development in the field's current 'post-reconceptualist' moment, the book moves forward the educational aim of facilitating a holistic subject/self/social understanding through the practice of a balanced hermeneutics of suspicion and trust. It closes with a discussion of cross-cultural collaboration and advocacy, reflecting the interest of curriculum scholars in a wide range of countries in this study-based, lead-learning approach to curriculum development"-- |c Provided by publisher. | ||
650 | 0 | |a Curriculum planning. |0 http://id.loc.gov/authorities/subjects/sh85034895 | |
650 | 7 | |a EDUCATION |x Curricula. |2 bisacsh | |
650 | 7 | |a EDUCATION |x Aims & Objectives. |2 bisacsh | |
650 | 7 | |a EDUCATION |x Philosophy & Social Aspects. |2 bisacsh | |
650 | 7 | |a Curriculum planning. |2 fast |0 http://id.worldcat.org/fast/fst00885382 | |
700 | 1 | |a Henderson, James, |d 1945- |e editor, |e author. |0 http://id.loc.gov/authorities/names/n2014045247 |1 http://viaf.org/viaf/309826796 | |
830 | 0 | |a Studies in curriculum theory. |0 http://id.loc.gov/authorities/names/n97093564 | |
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928 | |t Library of Congress classification |a LB2806.15.R425 2015 |l JRL |c JRL-Gen |i 8252081 | ||
927 | |t Library of Congress classification |a LB2806.15.R425 2015 |l JRL |c JRL-Gen |e RECA |b 110948594 |i 9389606 |