|
Showing 1 - 2 of
2 matches in All Departments
10 Great Curricula is a collection of stories written by educators
who have come to understand curricula differently as a result of
their engagement with a graduate course and its instructor. The
book represents the best of what can be found in teaching and
learning, in general, and in the quest for meaningful ways to
understand curricula in particular. The co-authors of this volume
on '10 Great Curricula' framed their inquiries into progressive,
democratic curricula, at least initially, through Marsh and Willis'
(2007) notions of planned, enacted, and lived curricula. These
frames helped the writers think about how to engage a curriculum as
it is developed, delivered, and lived by its participants, and for
the inquirers to actually become participant inquirers in the
curriculum at hand. The chapters depict the power, the possibility,
and the transformational potential of 'great' progressive curricula
today by locating them in schools and in the community, by making
them come alive to the reader, and by suggesting means through
which the reader can adopt a more progressive, democratic stance to
curriculum despite the seemingly overwhelming nature of the
conservative, traditionalist, instrumentalist movements in
curriculum, teaching, and assessment today. The book is intended
for students of education, teaching, and curriculum,
undergraduates, graduates, and practising educational
professionals, especially those looking for examples in the world
in which progressive, democratic ideals are nurtured and practised.
10 Great Curricula is a collection of stories written by educators
who have come to understand curricula differently as a result of
their engagement with a graduate course and its instructor. The
book represents the best of what can be found in teaching and
learning, in general, and in the quest for meaningful ways to
understand curricula in particular. The co-authors of this volume
on '10 Great Curricula' framed their inquiries into progressive,
democratic curricula, at least initially, through Marsh and Willis'
(2007) notions of planned, enacted, and lived curricula. These
frames helped the writers think about how to engage a curriculum as
it is developed, delivered, and lived by its participants, and for
the inquirers to actually become participant inquirers in the
curriculum at hand. The chapters depict the power, the possibility,
and the transformational potential of 'great' progressive curricula
today by locating them in schools and in the community, by making
them come alive to the reader, and by suggesting means through
which the reader can adopt a more progressive, democratic stance to
curriculum despite the seemingly overwhelming nature of the
conservative, traditionalist, instrumentalist movements in
curriculum, teaching, and assessment today. The book is intended
for students of education, teaching, and curriculum,
undergraduates, graduates, and practising educational
professionals, especially those looking for examples in the world
in which progressive, democratic ideals are nurtured and practised.
|
|