Paradigm debates in the educational research community are a
frequent if not common occurrence. How do paradigm debates in other
educational fields, such as curriculum and supervision, shape
educators' understanding and practice? In this volume, it is
suggested that educators' adherence to particular views of
curriculum and supervision is influential in guiding their beliefs
and subsequent actions. For example, a widely accepted belief is
that if an individual adopts a mechanistic view of the curriculum,
then s/he is likely to deliver a curriculum grounded in
pre-established objectives and evaluate student achievement in
relationship to formulated objectives. Postmodernists contend that
such educators are bound by rigid bifurcation and a constrictive
linear logic. In supervision, educational leaders who favor
leadership styles comprised by autocratic behaviors, tend to create
school climates that favor a top-down approach to human
relationships. Autocratic leaders rely on hierarchical
organizational structures and styles that seek to instill
compliance and subordinance. Yet prospective administrators who
want concrete proposals put in practice find modern perspectives of
supervision helpful. In contrast, postmodern supervisors allege
that such leaders disallow the emergence of relevant and authentic
relationships that might occur when conventional hierarchical
structures are diminished and open lines of communication between
teachers, students, administrators become normative.
The chapters in this book present an in-depth analysis of how an
individual's predisposition towards modern and postmodern views of
curriculum and supervision are likely to influence: (1) curriculum
development, (2) teaching styles, (3) leadership styles, (4)
teacher and student evaluation, and (5) the missions intrinsic to
the creation of professional preparation programs that serve to
promulgate existing practice or create a new order of teachers and
administrator.
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