Curriculum : Alternative Approaches, Ongoing Issues

Marsh, Colin, Willis, George

ISBN 10: 0130945129 / ISBN 13: 9780130945129

Published by Pearson Education, Limited, 2002

About this Item

Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Seller Inventory # 3112563-6

Bibliographic Details

• Title: Curriculum : Alternative Approaches, Ongoing Issues
• Publisher: Pearson Education, Limited
• Publication Date: 2002
• Language: English
• ISBN 10: 0130945129
• ISBN 13: 9780130945129
• Binding: Hardcover
• Edition: 3rd.
• Condition: Good
• Weight: 1.883 pounds

About this title

Synopsis

This compact, scholarly book treats creating a curriculum as an ongoing process, the product of which is a composite of what is intended (planned curriculum), what actually happens (enacted curriculum), and how what happens influences those involved (experienced curriculum). It proposes that desirable educational experiences arise when the interaction of these three curricula is flexible and evolving; and, therefore, the authors never advance specific, “best” practices or “most correct” answers to fundamental curriculum questions. Rather, through a finely honed discussion of essential theoretical and practical alternatives, they invite readers to develop their own points of view. Major discussions of postmodernism, autobiographical techniques, gender, and race. The book also includes coverage of recent actions by state governing agencies and boards of education and aligning curriculum with state standards. For professionals in the field of teaching.

From the Publisher

An exciting new curriculum planning volume that relates the best of recent thinking and research in the field to the three very different levels of curriculum that come together in every classroom: The curriculum planned for the classroom, the curriculum enacted in the classroom, and the curriculum experienced in the classroom. The authors assume gaps will-- and should!--appear among these curricula because there is no single answer to the question of what a curriculum should be. Therefore, they concentrate on the broad process of curriculum planning, including alternative theoretical concerns and practical approaches, while at the same time, acknowledging and exploring the underlying tensions, problems, ambiguities, and uncertainties involved from the point-of-view of those who are entrusted with the decision-making.