pbstudio
e-Book Curriculum Theory: Conflicting Visions and Enduring Concerns download

e-Book Curriculum Theory: Conflicting Visions and Enduring Concerns download

by Michael Stephen Schiro

ISBN: 1412953162
ISBN13: 978-1412953160
Language: English
Publisher: SAGE Publications, Inc; First edition (August 29, 2007)
Pages: 256
Category: Schools and Teaching
Subategory: Learning

ePub size: 1494 kb
Fb2 size: 1539 kb
DJVU size: 1979 kb
Rating: 4.8
Votes: 399
Other Formats: lit txt lrf lrf

Michael Stephen Schiro has taught at the elementary, middle, and high school levels

Michael Stephen Schiro has taught at the elementary, middle, and high school levels. He received his bachelorate from Tufts University and his doctorate from Harvard University. In the 1960’s he worked for school desegregation n North Carolina.

Michael Stephen Schiro has taught at the elementary, middle, and high school levels.

The author analyzes four educational visions-Scholar Academic, Social Efficiency, Learner Centered, and Social Reconstruction-to enable readers to reflect on their own educational beliefs and more productively interact with educators who might hold different beliefs. Michael Stephen Schiro has taught at the elementary, middle, and high school levels.

Curriculum Theory book. Goodreads helps you keep track of books you want to read. Start by marking Curriculum Theory: Conflicting Visions and Enduring Concerns as Want to Read: Want to Read savin. ant to Read.

Provides readers with a clear, sympathetic and unbiased understanding of the four conflicting visions of curriculum that will enable them to more productively interact with educators who might hold different beliefs.

Stephen Schiro's book Curriculum Theory - conflicting visions and enduring concerns (Sage, 2013). Here you go, the fourth post on my study notes on Michael Stephen Schiro’s book Curriculum Theory – conflicting visions and enduring concerns (Sage, 2013)

Here you go, the fourth post on my study notes on Michael Stephen Schiro's book Curriculum Theory - conflicting visions and enduring concerns (Sage, 2013). Here you go, the fourth post on my study notes on Michael Stephen Schiro’s book Curriculum Theory – conflicting visions and enduring concerns (Sage, 2013).

Curriculum Theory : Conflicting Visions and Enduring Concerns. by Michael Stephen Schiro.

Michael Stephen Schiro. Curriculum Theory: Conflicting Visions and Enduring Concerns examines the actual curriculum and instructional beliefs that influence the construction, teaching, and administration of curriculum in American schools. It describes and analyzes four educational visions that have influenced, and continue to influence, American schools and educators. The authors also describe the effects that these competing visions can have on the professional lives of educators over the span of their careers.

Michael Stephen Schiro - Boston College, US.

Michael Stephen Schiro - Boston College, USA. Other Titles in: Curriculum Development Education Studies Foundations. Author Michael Stephen Schiro analyzes four educational visions: Scholar Academic, Social Efficiency, Learner Centered, and Social Reconstructionùto enable readers to reflect on their own educational beliefs and more productively interact with educators who might hold different beliefs.

"Schiro (Boston College) has written a text that examines curriculum theory for experience and pre-service educators with the purpose of understanding educational philosohpies or ideologies that they are likely to encounter in their teaching."―H.B. Arnold, CHOICE"The book provides readers with a clear, sympathetic and unbiased understanding of the four conflicting visions of curriculum that will enable them to more productively interact with educators who might hold different beliefs. The book stimulates readers to better understand their own beliefs and also to provide them with an understanding of alternate ways of thinking about the fundamental goals of education" ―SIRREADALOT.ORG"A much needed, insightful view of alternative curriculum orientations. This is an exceptionally written book that will be useful to teachers, curriculum workers, and school administrators."―Marc Mahlios, University of Kansas

"Curriculum Theory: Conflicting Visions and Enduring Concerns is a thought provoking text that invites self-analysis."―Lars J. Helgeson, University of North Dakota

Curriculum Theory: Conflicting Visions and Enduring Concerns presents a clear, unbiased, and rigorous description of the major curriculum philosophies that have influenced educators and schooling over the last century. Author Michael Stephen Schiro analyzes four educational visions―Scholar Academic, Social Efficiency, Learner Centered, and Social Reconstruction―to enable readers to reflect on their own educational beliefs and allow them to more productively interact with educators who might hold different beliefs.

Key Features

Provides a historical perspective on the origins of curriculum ideologies: The book places our current educational debates and issues in a historical context of enduring concerns.Offers a model of how educational movements can be critically analyzed: Using a post-structuralist perspective, this model enables readers to more effectively contribute to the public debate about educational issues. Pays careful attention to the way language is used by educators to give meaning to frequently unspoken assumptions: The text′s examination helps readers better understand curricular disagreements that occur in schools.Highlights the complexities of curriculum work in a social context: With an understanding of the ideological pressures exerted on them by society and colleagues, readers can put these pressures in perspective and maintain their own values, beliefs, and practices.

Intended Audience

This book is designed as a supplemental text for advanced undergraduate and graduate courses such as Curriculum Theory, Introduction to Curriculum and Instruction, Curriculum Philosophy, and Curriculum Theory and Practice in the department of education.

Talk to the author! [email protected]

To visit the author′s web site, please visit: http://www2.bc.edu/~schiro/sage.html.

 

Comments:
Winawel
This is one of the worst textbooks that I have ever been forced to slog through. It takes what should be a practical and interesting subject, twisting it into a brick of idiocy. By using a non-researched based stream of consciousness writing technique, that is filled with repetitions of unsubstantiated suppositions, the author takes what should have been a 50-page thought experiment, and stretched it into an almost 300 "textbook." In the first chapter when I read, for the seventh time, about how the author believes that knowledge-scholars develop their curriculum based on their understanding of the discipline, I wanted to poke my eyes out. Unfortunately, I was on page 24, and that chapter had 31 pages left. If you are forced to buy this book because your professor does not like students, then pay someone to read it for you and to provide you with summary notes. If you are not forced to read it, then please do not read it. I cannot even begin to imagine how this book made it into a second edition.

spark
Asma Bin Ateeq

Before reading Curriculum theory: conflicting visions and enduring concerns, I understood myself and my philosophy of education, but it had not yet been deepened by exposure to different and quite progressive ways of thinking and form my clear philosophy. Now, my philosophy of education has become clearer and ethically aware and more willing to take appropriate risks also. I have a greater vision for my sense of place in the world, as a teacher and a facilitator of understanding, wisdom, grace, creativity, peace, and liberation from righteous ignorance. Schiro presents in his book a four curriculum ideologies Scholar Academic Ideology, Social Efficiency Ideology, Learner Centered Ideology, and Social Reconstruction Ideology. In each ideologies has discussed the overview of the ideology, history, aims, the child, learning, knowledge, teaching, and evaluation. The last a couple chapters will be a comparison between the four ideologies and going more in depth of the individual perspective on the curriculum ideologies.
In Scholar Academic Ideology, chapter two, the teachers have to be experts about their subject. The teacher has to transfer all the knowledge to the students. Students would be required to memorize information and to learn in my opinion by rigid methods that were not serving them. Scholar Academic teachers are viewed the child as a mind and they are evaluating the children to check on them if they meet the standard.
Social Efficiency Ideology, in the chapter three, Schiro discussed the goal of this ideology which is training the citizens/students to meet the society needs. The educators who are believing in that are pushing their student to gain skills by doing and practice them. They are also view learning as process and throughout these process the students will be able to change and improve. The teacher here is a leader who is leading, controlling the students, and giving them formative and summative evaluation.
One clear ideologies that exemplifies these advantages and is an intellectual model to me is Learner Centered Ideology which is chapter four. It is the one that has had the most impact on me as an educator and a woman. I want to use and practice Learner Centered Ideology with my future kindergarten students because it is the closest match to my views on teaching, education, and schools as possible. Learner Centered believed in growth of individuals as an important way to develop children’s intrinsic capabilities. Like me, Learner Centered person believes that experiential knowledge is essential for all students. I, too, believe in the cultivation of experience of as a way to access greater brain and vision capacity. Through the process of learning, I believe that higher, more mysterious, intuitive, and free aspects of the brain’s functioning can be allowed to flow out. This can also help students to construct their knowledge through assimilation and accommodation. I feel a kinship with Learner Centered people because they are working in search of refinement of vision of each individual students. Learner Centered Ideology teaches us that children are capable of great things and that we should invest in them in the right ways, from where they are. To me, it is the closest match to me in terms of ideas about making progress in the field of education.
Social Reconstruction education model which is chapter five is imbued with the kind of sensitivity that is fit for our ever more multiracial and multicultural situations worldwide. It is suitable for the world as it is today, and more than that, it anticipates some of the doctrinal problems and imbalances, politically, religiously, and economically. Social reconstruction people are preparing themselves for the role of high-level social reformer. They are working really hard for experiencing the world. They believe in the knowledge as a way of developing sensitivity and empathy, and they have the foresight to see that it would act as a kind of bridge for intimate relationship with culture, environment, and people. Through education, people could come to appreciate aspects of other cultures while understanding their own cultural position. For me, this is a part of my philosophy and I would want my students to be able to understand themselves and their identity as well as their place in the world. There is a lot of world out there and I am really looking forward to opening my students’ eyes, beyond country, beyond cultural barriers.

Schiro’s ideas have had an impact in my own curriculum development and teaching style, such that the old ways of working with my students that has no certain ideology seem so thoughtless and obsolete. Ultimately, I hope that education at all levels would reach the point where Schiro hopes to take us, in which four philosophical visions can coexist for students and their teachers.

Kelerana
At the recent MoodleMoot in Sydney there were a number of presentations which used Schiro’s ideas on the four types of curriculum as grounds for the use of particular features of the Moodle Learning Management System. The four types were called Scholar Academic, Social Efficiency, Learner Centred and Social Reconstruction. They were described briefly as concentrating on teaching the established disciplines, concentrating on preparing students to take their place in society, concentrating on developing the natural growth of the child, and concentrating on developing students activism and ability to reform society. My first reaction was that this hardly seemed like an exhaustive list of possible aims, and there didn’t seem to be any single organizing principle for the list. Why four types, rather than five or six or sixty? And why these four, why not pick others - say overt and hidden curriculum, or vocational and religious education, etc. So I thought I’d read his book to find out...

The short answer, I discovered, as to why these four and not other possibilities is that Schiro is basing his typology on four influential streams of curriculum concerns in the history of US debates - so, this division is not logically motivated, but due to the particular concerns that have repeatedly surfaced in his own country. Fair enough - it is hardly a rare thing for writers on education to assume that their parochial debates are of universal significance! Or, for US writers in general, for that matter!

However, what I did find problematic was that after the briefest nod to the thinkers whose ideas he was summarizing, that the remainder of the book consisted of assertions about what each of these four “ideal types” said about various aspects of education — assessment, aims, teaching styles, etc. The book is full of tables which purport to display the answers each approach gives to different questions. But these are not actual answers from actual people in these traditions but rather Schiro’s speculations about what the answers would be, given the characterization he has developed for each “ideal type”.

This is where the book is thought provoking - clearly delineating and fixing in one’s mind a prototypical image of each approach provides a help in thinking through curriculum ideas. But it is also the source of weakness - each tradition is reduced to a straw man. The scholar academic tradition has as its central aim the reproduction and preservation of the academic discipline structure of the universities. The Learner Centred curriculum is concerned purely with the here and now of the student’s current interests and preoccupations. The Social Reconstruction curriculum is concerned with indoctrinating children. The Social Efficiency curriculum simply aims at the reproduction of society as it is.

I doubt that any actual curriculum thinker would accept these characterizations as adequate descriptions of their own thought.

So much of this book is spent elaborating upon Schiro’s “ideal types” that there is no time spent on discussion of real ideas by actual people in real contexts. Of course, this would be messy and complicated and there are many other books which do concern themselves with such things — but I feel that this book has gone too far in its oversimplification.

In the world today, there are real decisions to be made about real curriculum issues which have real consequences for children. I don’t think that the approach of this book, which reduces curriculum development to choice between ideologies has much to offer as a guide to dealing with these issues.

ISBN: 0761829385
ISBN13: 978-0761829386
language: English
Subcategory: Education
e-Book Curriculum Leadership: Strategies for Development and Implementation download

Curriculum Leadership: Strategies for Development and Implementation epub fb2

by Allan A. Glatthorn,Floyd A. Boschee,Bruce M. Whitehead,Bonni F. Boschee
ISBN: 1412992192
ISBN13: 978-1412992190
language: English
Subcategory: Schools and Teaching
e-Book Toward Curriculum for Being: Voices of Educators (SUNY Series in Curriculum Issues and Inquiries) download

Toward Curriculum for Being: Voices of Educators (SUNY Series in Curriculum Issues and Inquiries) epub fb2

by Louise M. Berman,Francine H. Hultgren,Diane Lee,Mary S. Rivkin,Jessie A. Roderick
ISBN: 0791406318
ISBN13: 978-0791406311
language: English
Subcategory: Schools and Teaching
ISBN: 0805846654
ISBN13: 978-0805846652
language: English
Subcategory: Schools and Teaching
ISBN: 041546577X
ISBN13: 978-0415465779
language: English
Subcategory: Schools and Teaching
ISBN: 0471364703
ISBN13: 978-0471364702
language: English
Subcategory: Schools and Teaching
ISBN: 0805856730
ISBN13: 978-0805856736
language: English
Subcategory: Schools and Teaching
e-Book Policies for the Curriculum download

Policies for the Curriculum epub fb2

by Bob Moon,Patricia Murphy,John Raynor
ISBN: 0340514361
ISBN13: 978-0340514368
language: English
Subcategory: Schools and Teaching
ISBN: 0582039207
ISBN13: 978-0582039209
language: English
Subcategory: Education and Reference
ISBN: 0820481289
ISBN13: 978-0820481289
language: English
Subcategory: Schools and Teaching