At a time marked by strong demands for educational reform, the American school curriculum is a topic of special concern. This volume provides a comprehensive historical record of the evolution of the curriculum in America from the colonial period to the present day. The editors have compiled a collection of influential and representative documents in primary, secondary, and higher education in the United States. Each document is introduced by a short essay that discusses its historical context and significance. The result is a valuable chronicle of the development of the American school curriculum. The work begins with an introductory piece that overviews the development of the curriculum and surveys the most important works on curriculum history. The introduction is followed by excerpts from 34 documents representative of the school curriculum from The Rules and Course of Study of Harvard College, 1642 to the 1983 report, A Nation at Risk: The Imperative for Educational Reform. The essay that introduces each document closes with a brief bibliography, and the volume concludes with a more extensive list of sources for further reading. By consulting this reference, historians and educators can trace the development of the curriculum over the last 350 years.

Pedagogy of Place focuses on the embodiment of purposefully created space resulting from the creation and enactment of its participants' cultural and social conditions. It is also about education, the purposeful creation of spaces that comprise learning environments, and the aesthetic dimensions of the created space called school. The essays present the concept of space - the place where learning happens and where the lives of student and teacher can thrive or wither - a place rich in human potential. In an attempt to address the diversity of what we define as space, Pedagogy of Place addresses issues around place and identity in three distinct strands: as social, as aesthetic, and as political and historical. As a collection, these essays are attempts to open conversations with persons interested in what counts as curriculum, teaching, and learning within the spaces and places that release human potential and nurture the human spirit.

A substantial revision of Curriculum Books: The First Eighty Years, this new volume is a comprehensive presentation of curriculum books that have contributed to theoretical and practical discourse about curriculum throughout the twentieth century. Following an introduction that explains the book's purpose and how it was constructed, the authors present each decade in a chapter that provides contextual reminders about the social, political, and cultural events of the time period, discussion of salient events in curriculum discourse, and a comprehensive bibliography (by year) of curriculum books. More than 3,000 curriculum books are weaved into this presentation. The original and updated conclusions are offered to provide interpretative perspective on curricular trends, state of the field, and possibilities for the future of curriculum studies.

Das Buch vermittelt den aktuellen Stand im Verstehen und Versorgen von Patienten mit schizophrenen StArungen. Entsprechend der KomplexitAt der Erscheinungsbilder, deren Entwicklungs- und Verlaufsbedingungen sowie deren Versorgungsstrategien sind die einzelnen BeitrAge als aktuelle Facetten das "GebAudes" Schizophrenie zu sehen, welches noch immer nicht als Einheit begreifbar erscheint. Die Art der Darstellung ist keineswegs neu, insofern aber besonders, als sie multidisziplinAr und methodenvielfAltig erfolgt und aus der tAglichen Arbeit mit Patienten stammt. Das Ziel, der rote Faden, ist die Praxisrelevanz, darin kAnnte auch der Nutzen fA1/4r den Leser liegen.

Die vorliegende Arbeit wurde durch meinen verehrten Lehrer an- geregt, Herrn Professor Dr. -Ing. D. tech. h. c. Hans Rumpf (t), Grunder und langjahriger Leiter des Instituts fur Mechanische Verfahrenstechnik der Universitat Karlsruhe. Mit Dankbarkeit denke ich an die grundlegenden Diskussionen, die ich vor Abfas- sung des Manuskripts mit ihm fuhren konnte. Das Buch richtet sich hauptsachlich an Ingenieure, die sich uber die Grundlagen der Kapillaritat informieren moechten und darauf aufbauend Hinweise fur die praktische Anwendung bis hin zu gebrauchsfertigen Arbeitsdiagrammen und Formeln suchen. Ich hoffe jedoch, dass die Arbeit auch fur Studenten, Wissenschaft- ler und Praktiker verschiedener Fachrichtungen nutzlich sein kann; denn Kapillarvorgange - hauptsachlich der kapillare Flus- sigkeitstransport in poroesen Systemen - beschaftigt so unter- schiedliche Disziplinen wie beispielsweise Bodenkunde, Erdoelge- winnung, Hydrogeologie, Druck- und Impragniertechnik, Bodenme- chanik, Trocknungstechnik und mechanische Verfahrenstechnik. Der Wissens- und Erfahrungsaustausch zwischen den einzelnen Fachdisziplinen, die mit Problemen der Kapillaritat befasst sind, ist selten, obwohl sich die grundlegenden Vorgange auf gleiche Weise beschreiben lassen. Das Buch verfolgt daher auch das Ziel, eine Brucke zwischen den verschiedenen Fachrichtungen zu schla- gen. Ich habe mich daher bemuht, die Grundlagen unabhangig von der spateren speziellen Anwendung in einheitlicher Form darzu- stellen. Dies hat naturlich zur Folge, dass Bezeichnungen fur gleiche Begriffe, die in den einzelnen Fachdisziplinen unter- schiedlich eingefuhrt sind, vereinheitlicht werden mussten. Im Hinblick auf die praktische Anwendung der Grundlagen werden in erster Linie Fragen aus der mechanischen Verfahrenstechnik be- VI handelt.

At a time marked by strong demands for educational reform, the American school curriculum is a topic of special concern. This volume provides a comprehensive historical record of the evolution of the curriculum in America from the colonial period to the present day. The editors have compiled a collection of influential and representative documents in primary, secondary, and higher education in the United States. Each document is introduced by a short essay that discusses its historical context and significance. The result is a valuable chronicle of the development of the American school curriculum.

The work begins with an introductory piece that overviews the development of the curriculum and surveys the most important works on curriculum history. The introduction is followed by excerpts from 34 documents representative of the school curriculum from "The Rules and Course of Study of Harvard College," 1642 to the 1983 report, "A Nation at Risk: The Imperative for Educational Reform." The essay that introduces each document closes with a brief bibliography, and the volume concludes with a more extensive list of sources for further reading. By consulting this reference, historians and educators can trace the development of the curriculum over the last 350 years.

The Oxford Encyclopedia of Curriculum Studies addresses the central question of Curriculum Studies as: What is worthwhile? Writ large, Curriculum Studies pertains to what human beings should know, need, experience, do, be, become, overcome, contribute, share, wonder, imagine, invent, and improve. While the Encyclopedia treats curriculum as definitely central to schooling, it also shows how curriculum scholars work on myriad other institutionalized and non-institutionalized dimensions of life that shape the ways humans learn to perceive, conceptualize, and act in the world. Thus, while the Encyclopedia considers common "curriculum" categories (e.g., curriculum theory, history, purposes, development, design, enactment, evaluation), it does so through a critical eye that provides counter-narratives to neoliberal, colonial, and imperial forces that have too often dominated curriculum thought, policy, and practice. While the Encyclopedia presents contemporary perspectives on prevailing topics such as science, mathematics, social studies, literacy/reading/literature/language arts, music, art, physical education, testing, special education, and the liberal arts, many of the articles also show how curriculum is embedded in ideology, human rights, mythology, museums, media, literature/film, geographical spaces, community organizing, social movements, cultures, race relations, gender, social class, immigration, activist work, popular pedagogy, revolution, diasporic events, and much more. To provide such perspectives, articles draw upon diverse scholarly traditions in addition to established qualitative and quantitative approaches (e.g., feminist, womanist, oral, critical theory, critical race theory, critical dis/ability studies, Indigenous ways of knowing, documentary, dialogue, postmodern, cooperative, posthuman, and diverse modes of expression). Moreover, such orientations-often drawn from neglected work from Asia, the Global South, Aboriginal regions, and other often excluded realms-reveal positions that counter official or dominant neoliberal impositions by emphasizing hidden, null, outside, material, embodied, lived, and transgressive curricula that foster emancipatory, ecologically interdependent, and continuously growing constructs. The Oxford Encyclopedia of Curriculum Studies is the most comprehensive resource available in this field, and an essential reference for any student or scholar engaged in education research. All articles are also available online in the Oxford Research Encyclopedia of Education, where they will be continuously updated as the field evolves.