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Curriculum: From Theory to Practice
By
Wesley Null
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Bibliographic Detail
Publisher
Rowman & Littlefield Publishers
Publication date
December 13, 2016
Pages
368
Binding
Hardcover
ISBN-13
9781475821819
ISBN-10
1475821816
Dimensions
0.74 by 7.20 by 10.31 in.
Original list price
$90.00
Amazon.com says people who bought this book also bought:
Taking Sides: Clashing Views on Educational Issues | Program Evaluation | School Law and the Public Schools | Understanding Human Differences | School-Community Relations | Curriculum Planning | The Handbook for Enhanching Professional Practice
Taking Sides: Clashing Views on Educational Issues | Program Evaluation | School Law and the Public Schools | Understanding Human Differences | School-Community Relations | Curriculum Planning | The Handbook for Enhanching Professional Practice
Summaries and Reviews
Amazon.com description: Product Description: This updated second edition of Curriculum: From Theory to Practice provides an introduction to curriculum theory and how it relates to classroom practice. Wesley Null builds upon recent developments while at the same time continuing to provide a unique organization of the curriculum field into five traditions: systematic, existential, radical, pragmatic, and deliberative. Null discusses the philosophical foundations of curriculum as well as historical and contemporary figures who have shaped each curriculum tradition. To ensure breadth and scope, Null has expanded this second edition to include figures not present in the first.
Additionally, after a chapter on each of the five perspectives, Null presents case studies that describe realistic and specific curriculum problems that commonly arise within educational institutions at all levels. Scholars and practitioners alike are given opportunities to practice resolving curriculum problems through deliberation. Each case study focuses on a critical issue such as the implementation of curriculum standards, the attempt to reform core curriculum within universities, and the complex practice of curriculum making. In the final chapter, Null offers a vision for the curriculum field that connects curriculum deliberation with recent developments in moral philosophy.
Additionally, after a chapter on each of the five perspectives, Null presents case studies that describe realistic and specific curriculum problems that commonly arise within educational institutions at all levels. Scholars and practitioners alike are given opportunities to practice resolving curriculum problems through deliberation. Each case study focuses on a critical issue such as the implementation of curriculum standards, the attempt to reform core curriculum within universities, and the complex practice of curriculum making. In the final chapter, Null offers a vision for the curriculum field that connects curriculum deliberation with recent developments in moral philosophy.
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