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Curriculum and the Teacher

Even though the curriculum can be tightly specified and controlled by strong accountability mechanisms, it is teachers who decisively shape the educational experiences of children and young people at school. Bringing together seminal papers from the Cambridge Journal of Education around the theme of curriculum and the teacher, this book explores the changing conceptions of curriculum and teaching and the changing role of the teacher in curriculum development and delivery. The book is organised around three major themes: Taking its lead from Lawrence Stenhouse, Part One looks at `defining the curriculum problem' from a variety of perspectives and includes papers from some of the most influential curriculum theorists over the last thirty years. Part Two explores the framing of new orders of educational experience. It has papers from leading educational thinkers who have contributed to debates about how to make education more inclusive, humane, liberating, creative and educational. Part Three is focused on teachers and teaching. It offers a selection of papers from significant scholars in the field reflecting on the experience of teaching and how it is personally as well as socially constructed and theorised. The papers are drawn from important and eventful periods of educational history spanning the curriculum reform movement of the 1960s and 1970s to the present age of surveillance, accountability and control. A specially written Introduction contextualises the papers. Part of the Routledge Education Heritage series, Curriculum and the Teacher presents landmark texts from the Cambridge Journal of Education, offering a wealth of material for students and researchers in education.
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Table of Contents

Introduction: Curriculum and the Teacher. Nigel Norris Part One: Defining the Curriculum Problem 1 Defining the Curriculum Problem. Lawrence Stenhouse 2 Bloom's Taxonomy: A philosophical critique, 1. Hugh Sockett 3 Bloom's Taxonomy: A philosophical critique 2. Richard Prin4 Re-thinking evaluation: Notes from the Cambridge Conference. Barry MacDonald & Malcolm Parlet5 Curriculum Criticism: Misconceived theory, ill-advised practice. Rex Gibson 6 Authenticity, Autonomy and Compulsory Curriculum. Michael Bonnett 7 Authenticity, Autonomy and Compulsory Curriculum: a reply to Michael Bonnett. John White 8 The Idea of a Pastoral Curriculum. Terence McLaughlin 9 Curriculum Reform and Curriculum Theory: a case of historical amnesia. Ivor Goodson Part Two: New Orders of Experience 10 Teaching Through Small Group Discussion: formality, rules, and authority. Lawrence Stenhouse 11 The Concept of the Neutral Teacher. John Elliott 12 Rationality, Democracy and the Neutral Teacher. Charles Bailey 13 The Social Organisation of the Classroom and the Philosophy of Mixed Ability Teaching. David Bridges 14 Anti-racism and the "New" South African Educational Order. Nazir Carrim 15 Inclusive Practice in English Secondary Schools: lessons learned. Lani Florian & Martyn Rouse 16 The Ecologisation of Schools and its Implications for Educational Policy. Peter Posch 17 Seeing our Way into Learning. Shirley Brice Heath 18 Pupil Participation and Pupil Perspective: 'carving a new order of experience'. Jean Rudduck & Julia Flutter 19 Identifying and Responding to Needs in Education. Nel Noddings 20 A Curriculum for the Future. Gunther Kress Part Three: Teachers and Teaching 21 Review Essays: `The Pain Must Go On', Mary Jane Drummond and `The Highs and Lows of Teaching: 60 Years of Research Revisited', Marilyn Osborn 22 Teaching and the Self. Jennifer Nias 23 The Emotional Contours and Career Trajectories of (Disappointed) Reform Enthusiasts. Judith Warren Little 24 Voice: the search for a feminist rhetoric for educational studies. Madeleine Grumet 25 Reflective Writing and the Spirit of Inquiry. Mary Louise Holly 26 Narrative, Experience and the Study of Curriculum. Jean Clandinin & Michael Connelly 27 Alienation within the Profession: special needs or watered down teachers? Insights into the tensions between the ideal and the real through action research. Christine O'Hanlon 28 Educational Theory and the Professional Learning of Teachers: an overview. John Elliott 29 Still no Pedagogy? Principle, pragmatism and compliance in primary education. Robin Alexander

About the Author

Nigel Norris is Professor of Education at the Centre for Applied Research in Education, University of East Anglia, Norwich. He is a member of the Editorial Board of the Cambridge Journal of Education.

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