Curriculum Theory. Selected Papers from the Milwaukee Curriculum Theory Conference (University of Wisconsin, Milwaukee, November 11-14, 1976).

Sonst. Personen	Molnar, Alex (Hrsg.); Zahorik, John A. (Hrsg.)
Institution	Association for Supervision and Curriculum Development, Washington, DC.
Titel	Curriculum Theory. Selected Papers from the Milwaukee Curriculum Theory Conference (University of Wisconsin, Milwaukee, November 11-14, 1976).
Quelle	(1977), (134 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Competency Based Education; Curriculum; Curriculum Development; Decision Making; Educational Practices; Humanistic Education; Individual Development; Political Socialization; Theories; Values + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curricula; Lehrplan; Rahmenplan; Curriculum; Development; Curriculumentwicklung; Entwicklung; Decision-making; Entscheidungsfindung; Bildungspraxis; Humanistische Bildung; Individuelle Entwicklung; Politische Sozialisation; Theory; Theorie; Wertbegriff
Abstract	A collection of papers by leaders in the curriculum field, this book offers educators a scholarly look at current theory. The introduction provides a historical perspective and definitions of major curriculum theories. The book considers curriculum theory in the light of five major concerns: values, rational decision-making, psychological development, classroom practice, and sociopolitical analysis. The selections delineate the dichotomy between the scientific and humanistic goals of education. James B. Macdonald writes on "Values Bases and Issues for Curriculum," Robert Allen Ubbelohde offers "A Neo-Conservative Approach in Curriculum," Ralph W. Tyler suggests "Desirable Content for a Curriculum Development Syllabus Today," Daniel L. Duke notes "Data Curriculum Workers Need," William E. Doll, Jr. addresses "The Role of Contrast in the Development of Competence," Charles A. Letteri writes on "Cognitive Style: Implications for Curriculum," David C. Williams discusses "The Therapeutic Curriculum," Walter Doyle and Gerald Ponder explore "The Ethic of Practicality: Implications for Curriculum Development," Bernice J. Wolfson suggests "A Phenomenological Perspective on Curriculum and Learning," Dwayne Huebner offers thoughts "Toward a Political Economy of Curriculum and Human Development," and Michael W. Apple and Nancy R. King ask "What Do Schools Teach?" (Author/JM)
Anmerkungen	Association for Supervision and Curriculum Development, Suite 1100, 1701 K Street, N.W., Washington, D.C. 20007 (Stock No. 611-77112; $7.00, quantity discounts; orders totaling $10.00 or less must be prepaid)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01