Curriculum and Imagination : Process Theory, Pedagogy and Action Research book cover
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Curriculum and Imagination
Process Theory, Pedagogy and Action Research





ISBN 9780415413381
Published July 5, 2007 by Routledge
264 Pages

 
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Book Description

Curriculum and Imagination describes an alternative ‘process’ model for designing developing, implementing and evaluating curriculum, suggesting that curriculum may be designed by specifying an educational process which contains key principles of procedure.

This comprehensive and authoritative book:

  • offers a practical and theoretical plan for curriculum-making without objectives
  • shows that a curriculum can be best planned and developed at school level by teachers adopting an action research role
  • complements the spirit and reality of much of the teaching profession today, embracing the fact that there is a degree of intuition and critical judgement in the work of educators
  • presents empirical evidence on teachers’ human values.

Curriculum and Imagination provides a rational and logical alternative for all educators who plan curriculum but do not wish to be held captive by a mechanistic ‘ends-means’ notion of educational planning. Anyone studying or teaching curriculum studies, or involved in education or educational planning, will find this important new book fascinating reading.

Table of Contents

Part 1: Curriculum: The Theoretic Domain  1. Curriculum and its Ideological Conception  2. Curriculum, Quality and Freedom  3. Curriculum Design and Theorizing  4: Some Limitations of the Objectives Model in Curriculum  5. A Process Inquiry Model for Curriculum  Part 2: Democratic Pedagogy: The Practical  6. The Teacher as Researcher: Action Research as the Basis for Professional Development  7: Action Research and Philosophy: Origins, Nature and Conduct of Inquiry  8. The Action Research Seminar and Democratic Pedagogy  9. Controversial Issues, Evidence and Pedagogy  10. Ethics, Inquiry and Practical Reason: Towards an Improved Pedagogy  Part 3: Teacher Values and Teacher Education  11. Teachers’ Human Values and Ideologies  Part 4: Curriculum and Evaluation: The Critical Domain  12. The Countenance of Evaluation and the Special Place of Action Research

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