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Curriculum Windows: What Curriculum Theorists of the 1990s Can
Teach Us about Schools and Society Today is an effort by students
of curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists of the 1990s in
contemporary terms. The authors explore how key books/authors from
the curriculum field of the 1990s illuminate new possibilities
forward for us as scholar educators today: How might the theories,
practices, and ideas wrapped up in curriculum texts of the 1990s
still resonate with us, allow us to see backward in time and
forward in time - all at the same time? How might these figurative
windows of insight, thought, ideas, fantasy, and fancy make us
think differently about curriculum, teaching, learning, students,
education, leadership, and schools? Further, how might they help us
see more clearly, even perhaps put us on a path to correct the
mistakes and missteps of intervening decades and of today? The
chapter authors and editor revisit and interpret several of the
most important works in the curriculum field of the 1990s. The
book's Foreword is by renowned curriculum theorist William H.
Schubert.
Curriculum Windows: What Curriculum Theorists of the 1990s Can
Teach Us about Schools and Society Today is an effort by students
of curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists of the 1990s in
contemporary terms. The authors explore how key books/authors from
the curriculum field of the 1990s illuminate new possibilities
forward for us as scholar educators today: How might the theories,
practices, and ideas wrapped up in curriculum texts of the 1990s
still resonate with us, allow us to see backward in time and
forward in time - all at the same time? How might these figurative
windows of insight, thought, ideas, fantasy, and fancy make us
think differently about curriculum, teaching, learning, students,
education, leadership, and schools? Further, how might they help us
see more clearly, even perhaps put us on a path to correct the
mistakes and missteps of intervening decades and of today? The
chapter authors and editor revisit and interpret several of the
most important works in the curriculum field of the 1990s. The
book's Foreword is by renowned curriculum theorist William H.
Schubert.
Curriculum Windows Redux: What Curriculum Theorists Can Teach Us
about Schools and Society Today is an effort by students of
curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists in contemporary terms.
The authors explore how key books/authors from the curriculum field
illuminate new possibilities forward for us as scholar educators
today: How might the theories, practices, and ideas wrapped up in
these curriculum texts still resonate with us, allow us to see
backward in time and forward in time – all at the same time? How
might these figurative windows of insight, thought, ideas, fantasy,
and fancy make us think differently about curriculum, teaching,
learning, students, education, leadership, and schools? Further,
how might they help us see more clearly, even perhaps put us on a
path to correct the mistakes and missteps of intervening decades
and of today? The authors complete the Curriculum Windows series
with this 7th book, Redux, providing a scholarly view of 33 books
that should have been treated in the first 6 books based on the
decades of the 1950s-2000s. The book's Foreword is by renowned
curriculum theorist William H. Schubert.
Curriculum Windows Redux: What Curriculum Theorists Can Teach Us
about Schools and Society Today is an effort by students of
curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists in contemporary terms.
The authors explore how key books/authors from the curriculum field
illuminate new possibilities forward for us as scholar educators
today: How might the theories, practices, and ideas wrapped up in
these curriculum texts still resonate with us, allow us to see
backward in time and forward in time - all at the same time? How
might these figurative windows of insight, thought, ideas, fantasy,
and fancy make us think differently about curriculum, teaching,
learning, students, education, leadership, and schools? Further,
how might they help us see more clearly, even perhaps put us on a
path to correct the mistakes and missteps of intervening decades
and of today? The authors complete the Curriculum Windows series
with this 7th book, Redux, providing a scholarly view of 33 books
that should have been treated in the first 6 books based on the
decades of the 1950s-2000s. The book's Foreword is by renowned
curriculum theorist William H. Schubert.
Curriculum Windows: What Curriculum Theorists of the 1950s Can
Teach Us about Schools and Society Today is an effort by students
of curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists of the 1950s in
contemporary terms. The authors explore how key books/authors from
the curriculum field of the 1950s illuminate new possibilities
forward for us as scholar educators today: How might the theories,
practices, and ideas wrapped up in curriculum texts of the 1950s
still resonate with us, allow us to see backward in time and
forward in time - all at the same time? How might these figurative
windows of insight, thought, ideas, fantasy, and fancy make us
think differently about curriculum, teaching, learning, students,
education, leadership, and schools? Further, how might they help us
see more clearly, even perhaps put us on a path to correct the
mistakes and missteps of intervening decades and of today? The
chapter authors and editors revisit and interpret several of the
most important works in the curriculum field of the 1950s. The
book's Foreword is by renowned curriculum theorist William H.
Schubert.
Curriculum Windows: What Curriculum Theorists of the 1950s Can
Teach Us about Schools and Society Today is an effort by students
of curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists of the 1950s in
contemporary terms. The authors explore how key books/authors from
the curriculum field of the 1950s illuminate new possibilities
forward for us as scholar educators today: How might the theories,
practices, and ideas wrapped up in curriculum texts of the 1950s
still resonate with us, allow us to see backward in time and
forward in time - all at the same time? How might these figurative
windows of insight, thought, ideas, fantasy, and fancy make us
think differently about curriculum, teaching, learning, students,
education, leadership, and schools? Further, how might they help us
see more clearly, even perhaps put us on a path to correct the
mistakes and missteps of intervening decades and of today? The
chapter authors and editors revisit and interpret several of the
most important works in the curriculum field of the 1950s. The
book's Foreword is by renowned curriculum theorist William H.
Schubert.
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