A Democratic Critique of Scripted Curriculum

Autor/inn/en	Fitz, Julie A.; Nikolaidis, A. C.
Titel	A Democratic Critique of Scripted Curriculum
Quelle	In: Journal of Curriculum Studies, 52 (2020) 2, S.195-213 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nikolaidis, A. C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2019.1661524
Schlagwörter	Teaching Methods; Democratic Values; Professional Autonomy; Accountability; Educational Theories; Elementary Secondary Education; Common Core State Standards; Teacher Effectiveness; Theory Practice Relationship; Equal Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Berufsfreiheit; Verantwortung; Educational theory; Theory of education; Bildungstheorie; Common core curriculum; Curriculum; Kerncurriculum; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Theorie-Praxis-Beziehung
Abstract	Despite the rising popularity of scripted curricula in the United States public and charter schools, there has been little to no research that explicitly addresses how this phenomenon influences the democratic aims of our educational system. Using the six democratic values that Meira Levinson employed to evaluate the movement towards standards, assessment and accountability, the authors examine both the potentials and real-world impacts of scripted curriculum. Although arguments in favour of scripted curriculum suggest that its usage increases the democratic promise of education by rendering instruction more equitable and efficient, the authors suggest that patterns of usage and outcomes are in fact at odds with such values. Furthermore, the authors argue that the pre-structured and highly controlling character of scripted curriculum is inherently undemocratic because it severely constrains the intellectual participation of both teachers and students in the classroom. The authors conclude that greater teacher autonomy and curricular flexibility are necessary elements in the education of future citizens in a democratic society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01