by Laura D'Amico & Mary Stein - 2002
With Community School District #2 as our object of study, this paper examines the ways in which knowledge from the fields of educational policy and teaching and learning can be effectively combined. Our central claim is that, in the current era of high expectations and high-demand curriucla, those policies which most successfully influence the educational core will be those which begin with micro analyses of what is being taught and learned inside the classroom door and then trace backwards to implications for macro-district-wide policies.
by Denise Meister & Jim Nolan Jr. - 2001
This article reports the results of a high school innovation, interdisciplinary teaming, to bring about a fundamental change in teaching and learning, as well as in the way high schools are structured
by Reba Page - 1999
Against a backdrop of increasing concern about promoting student achievement in science, this study examines the construction of science classes without science in an academically prestigious high school.
by Jonathan Zimmerman - 1999
The author considers citizen action as an explanation for the decline of the traditional curriculum and the rise of a more practical differentiated curriculum in U.S. schools during the first half of the twentieth century.
by Becky Smerdon, David Burkham & Valerie Lee - 1999
Using data from the National Longitudinal Study of 1988 (NELS88), this study examines the access to constructivist and didactic instuction in U.S. high school science classrooms.
by Catherine Cornbleth - 1998
By examining the images of America actually being conveyed in elementary, middle, and high school classrooms, the author considers how schools are serving the purposes of Americanization and assimilation at a time when the traditional study of America is being renegotiated.
by Joel Taxel - 1997
This article explores the tensions surrounding multicultural literature for children and traditional literary values and considers the challenges posed for those concerned with the creation, production, distribution, and consumption of children’s literature.
by Michael Apple & Anita Oliver - 1996
Conservative movements are becoming more powerful in the United States. Yet there are few investigations of why people actually "become Right." We show how people "become Right" through their interactions with unresponsive institutions.
by Ruth Grant - 1996
Critical inquiry through classroom dialogue as preparation for deliberative democracy
by Peter Cookson, Jr. - 1995
This article explores the principal elements of Goals 2000, the origins of the "new federalism," the education legislative record of the Clinton administration, and what further efforts are necessary to meet the needs of American students.
by Michael Apple - 1993
The ideology behind the educational justifications for a national curriculum and national testing can damage members of society who have the most to lose. This paper analyzes the conservative agenda, discusses connections between national curricula and testing, increasing privatization, and choice plans, and notes resulting patterns of differential benefit.
by David Post - 1992
An examination of the conflict between a local school district and local parents over a decision to adopt a multicultural textbook series.
by Donal Sacken - 1989
This article investigates the uncertain history of academic freedom in public schools, from the viewpoint of the courts' understanding and related commentaries.
by Doris Fromberg - 1989
Kindergarten programs in public schools generally have an academic/ formal orientation or an intellectual/experiential orientation. This article highlights the fundamental differences between the two approaches by examining current curriculum, policy and staffing, and administrative practice regarding kindergarten.
by James Garrison - 1988
This article suggests how and why democratic dialogue has disappeared from teacher education and from the education community.
by Allan Luke - 1987
This article traces the development of the Dick and Jane texts, examining the dominent intellectual and economic considerations of their authors and publishers in order to demystify their transmission of values, beliefs, and meanings.
by Barry Franklin - 1987
The author responds to Laurel Tanner’s review of his book Building the American Community. There are three things about Tanner’s review that trouble the author: First, Tanner does not really tell potential readers what the book is about; second, she is neither particularly careful nor accurate in her criticisms; and third, she sets a tone for her review that is vindictive.
by Herbert Kliebard - 1987
In responding to Tanner's book review, the author discusses why he thinks John Dewey’s curriculum work remained largely confined to the world of ideas and had relatively little impact on school practice.
by Laurel Tanner - 1987
Understanding our history means knowing what the hopeful influences on the curriculum were (in terms of democratic ends) as well as the harmful influences. Students can use this knowledge to distinguish what needs strengthening from what needs to be reckoned with in the present situation. Kliebard’s book has clear methodological implications for future work in curriculum history.
by Felicity Haynes - 1986
The "hard" use of authority to produce change confronts obstacles that transcend administrative strategies. This article presents a conceptual analysis of authority and its constraints and shows how current conceptions of democracy, evaluation, and authority are interdependent.
by Alven Neiman - 1986
The problematic relationship of knowledge and social-political power, as it affects the standings and justification of educational authority, is probed. Ways in which knowledge claims may legitimately support some forms of authority in practice are discussed.
by Kenneth Strike - 1985
The author constructs two model theories about the phenomena of school censorship. The first he calls the conventional view, representing the view that seems characteristic of professional educators. The second, he calls the “censor’s” view. The purpose of these model positions is not to describe the viewpoints of any actual participants in any real disputes. Instead, the purpose is to understand the structure of the issue better.
by Steven Selden - 1985
A revolution in genetics is occurring, but when looking ahead, we must not romanticize the past. The social history of genetics, and American education's association with eugenics, make it necessary that we understand that both education and science are informed by social attitudes.
by David Tyack & Thomas James - 1985
An examination of the crusades for temperance instruction, for compulsory Bible reading and the banning of Darwin, and for patriotic rituals and Americanization.
by William Proefriedt - 1985
Powerful elites assume they embody rationality and see themselves as husbanders of a set of common values. Any effort to develop an educationally sound policy on the teaching of value issues must be tied to alterations in the existing distribution of power in our society. Several approaches are evaluated.
by Bruce Kimball - 1985
A review is presented of the differences between Matthew Arnold's and Thomas Huxley's views on liberal education.
by Marvin Lazerson, Judith McLaughlin & Bruce McPherson - 1984
The educational reform movement of the 1950s and 1960s offered insight into the complexities and difficulites of current trends to implement educational change. Two efforts to change curriculum, "new mathematics" and "new social studies," show how the reform began and problems that were encountered.
by Gary Klein - 1983
Curriculum developers assume that tasks to be learned are basically procedural and can be broken down into component elements. This approach may be useful for managing instruction, but it can interfere with the quality of education. True proficiency does not depend on following rules and procedures.
by Tony Stigliano - 1981
The author criticizes some of Bower’s ideas in Curriculum as Cultural Reproduction: An Examination of Metaphor as a Carrier of Ideology such as the definition of metaphor.
by C. Bowers - 1980
An examination is made of dependency in the area of educational analysis and policy formation on the use of metaphorical thinking. A clarification is made of the conceptual difficulties that arise from the inability to understand the difference between the phenomenological world and the symbolic world.
