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9780415413374

Curriculum and Imagination: Process Theory, Pedagogy and Action Research

by ;
  • ISBN13:

    9780415413374

  • ISBN10:

    0415413370

  • Format: Hardcover
  • Copyright: 2007-08-14
  • Publisher: Routledge

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Summary

Curriculum and Imagination describes an alternative ?process? model for designing developing, implementing and evaluating curriculum, suggesting that curriculum may be designed by specifying an educational process which contains key principles of procedure. This comprehensive and authoritative book: offers a practical and theoretical plan for curriculum-making without objectives shows that a curriculum can be best planned and developed at school level by teachers adopting an action research role complements the spirit and reality of much of the teaching profession today, embracing the fact that there is a degree of intuition and critical judgement in the work of educators presents empirical evidence on teachers? human values. Curriculum and Imagination provides a rational and logical alternative for all educators who plan curriculum but do not wish to be held captive by a mechanistic ?ends-means? notion ofeducational planning. Anyone studying or teaching curriculum studies, or involved in education or educational planning, will find this important new book fascinating reading.

Table of Contents

List of tablesp. ix
Prefacep. x
Acknowledgmentsp. xix
Curriculum: the theoretic domainp. 1
The curriculum and its ideological conceptionsp. 3
Curriculum, quality and freedomp. 37
Curriculum design and theorizingp. 56
Some limitations of the objectives model in curriculump. 70
A process-inquiry model for the design of curriculump. 84
Democratic pedagogy: the practicalp. 107
The teacher as researcher: action research as the basis for teaching and professional developmentp. 109
Action research and philosophy: origins, nature and conduct of inquiryp. 123
The action research seminar and democratic pedagogyp. 137
Controversial issues, evidence and pedagogyp. 149
Ethics, inquiry and practical reason: towards an improved pedagogyp. 158
Teacher values and teacher educationp. 175
Teachers' human values and ideologiesp. 177
Curriculum and evaluation: the critical domainp. 197
The countenance of evaluation and the special place of action researchp. 199
Referencesp. 218
Indexp. 237
Table of Contents provided by Ingram. All Rights Reserved.

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