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Hochman, Jessica – Curriculum Inquiry, 2016
This paper explores nostalgia as both a limiting cultural force in the lives of school librarians and a practice that can be used to more accurately portray library work. The stereotype of the shushing, lone school librarian, based on restorative nostalgia, is related to a nostalgic oversimplification of the school librarian's historical role.…
Descriptors: School Libraries, Librarians, Misconceptions, Reflection
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Van Manen, Max J. – Curriculum Inquiry, 1977
Epistemological analysis is used to further conceptions of the practical in curriculum endeavors. Employing a broad conception of knowledge, the practical is seen as having rich possibilities for dealing with significant curriculum issues. (Author/MLF)
Descriptors: Curriculum Development, Curriculum Evaluation, Educational Theories, Elementary Secondary Education
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Hayes, Helen E. – Curriculum Inquiry, 1977
Curriculum development is a moral enterprise because it is concerned not so much with what is as with what ought to be. (Author)
Descriptors: Curriculum Development, Educational Objectives, Educational Theories, Elementary Secondary Education
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Tyler, Ralph W. – Curriculum Inquiry, 1977
The history of how the 1947 conference devoted to the theme of curriculum theory formulation came about is discussed in this article. (MLF)
Descriptors: Concept Formation, Curriculum Development, Educational History, Educational Theories
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Kliebard, Herbert M. – Curriculum Inquiry, 1977
Curriculum theory provides the central principle that addresses itself to the question of what we ought to do when we teach children and youth. (Author/MLF)
Descriptors: Concept Formation, Curriculum Development, Educational Theories, Elementary Secondary Education
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Diamonti, Michael C. – Curriculum Inquiry, 1977
The central concerns of curriculum are actually value questions. If there can be a source for a theory of curriculum, it is in the direction of philosophy. (Author/MLF)
Descriptors: Concept Formation, Curriculum Development, Educational Theories, Elementary Secondary Education
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Greene, Maxine – Curriculum Inquiry, 1977
The part the artistic-aesthetic might play in contemporary curriculum would be providing opportunities for the seizing of a range of meanings by persons open to the world. (Author/MLF)
Descriptors: Aesthetic Education, Art Education, Cultural Enrichment, Curriculum Development
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Giroux, Henry A. – Curriculum Inquiry, 1980
A critique of existing conceptions of citizenship education is presented. The major conceptual areas that must be clarified are discussed in order to provide the foundation for a reconstructed theory of citizenship education. (Author/MLF)
Descriptors: Citizenship Education, Educational Theories, Elementary Secondary Education, Models
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Holmes, Mark – Curriculum Inquiry, 1980
Presents a comprehensive criticism of educational reform and educational forms using the notion of fit between formal education and the future social status of children. Argues for a version of competency-based meritocracy. (Author/MLF)
Descriptors: Competency Based Education, Educational Change, Educational Philosophy, Educational Theories
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Beyer, Landon E. – Curriculum Inquiry, 1979
To make aesthetic forms a significant force for changing what schools do requires that we reconsider the nature of the aesthetic experience and begin to uncover the complex of connections between aesthetic, ideological, and economic/political forms. (Author/MLF)
Descriptors: Aesthetic Education, Curriculum Development, Educational Environment, Educational Theories
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Fox, Seymour – Curriculum Inquiry, 1985
Discusses how educational philosopher Joseph Schwab's conception of theory applies to curriculum development. Subtopics include the relationship of theory to practice; four universal components of education and their relationships; the curriculum development group, whose composition reflects the four components; and goal-directed versus…
Descriptors: Curriculum Development, Educational Theories, Elementary Secondary Education, Evaluation Methods
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Lakomski, Gabriele – Curriculum Inquiry, 1984
The theory of symbolic violence, a structuralist theory of socialization and reproduction of social inequality, is analyzed and criticized as insinuating a radical stance while hiding its objectivist nature and defeatist assumptions. The central concepts of power, power relations, habitus, and the term "arbitrary" are discussed. (MJL)
Descriptors: Education Work Relationship, Educational Theories, Elementary Secondary Education, Equal Education
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Garver, Eugene – Curriculum Inquiry, 1984
Presents teaching writing as one way of teaching the arts of the practical and discusses the relationship between practical and scientific reasoning. Joseph Schwab's career is read as a series of explorations into the consequences of the Prometheus myth for effective action today. (MJL)
Descriptors: Classical Literature, Cognitive Processes, Curriculum Development, Educational Philosophy
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Shulman, Lee S. – Curriculum Inquiry, 1984
Compares Joseph Schwab's theory to John Dewey's, examines conceptions of educational and social science research implicit in Schwab's work on the practical, considers his view of teaching and its knowledge base, and discusses the types of inquiry needed to support his designs for the teaching profession and teacher education. (MJL)
Descriptors: Curriculum Development, Educational Philosophy, Educational Research, Educational Theories
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Eisner, Elliot – Curriculum Inquiry, 1984
Schwab's work in curriculum planning emphasizes the need for eclecticism and the legitimacy of an uncertain, practical orientation. This essay analyzes the effects of Schwab's theory and calls for a new language for education, to be formulated through practical contact with the processes of schooling. (MJL)
Descriptors: Cognitive Processes, Curriculum Development, Educational Philosophy, Educational Practices
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