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Curriculum Making, Models, Practices, and Issues: A Knowledge Fetish?


by Frances Schoonmaker — 2001

In this chapter, I focus on Yearbooks that seem most related to curriculum as a distinct field of study. This not only includes those volumes with the word “curriculum” in the title—these are few—but those dealing with materials of instruction (including textbooks and technologies), developmental and learning theory, models and methods, and issues connected to curriculum. The Twenty-sixth Yearbook is placed in a positioning point, with contributions before and after viewed in terms of its legacy. Of particular interest is tracing the separation of instruction from curriculum as the curriculum field developed. For many educators and educational researchers “curriculum” came to be seen as a design process, and “instruction” as the implementation of methods and strategies designed to teach a curriculum. The implications of this separation were profound and shaped how we have come to understand curriculum-making, models, issues, and practices, particularly as these affect the role of the teacher.


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This article originally appeared as NSSE Yearbook Vol 100, No. 1.


Cite This Article as: Teachers College Record Volume 103 Number 7, 2001, p. 1-33
http://www.tcrecord.org ID Number: 18673, Date Accessed: 10/19/2017 6:56:19 AM

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About the Author
  • Frances Schoonmaker
    Teachers College, Columbia University
    FRANCES SCHOONMAKER is Associate Professor of Education at Teachers College, Columbia University.
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