This volume offers a progressive approach to secondary teaching and teacher training, with particular emphasis upon students and teachers collaborating to negotiate curriculum design--goals, content, methods, and assessment. Based upon mutual trust and partnership, openness and flexibility, Joint Curriculum Design engages secondary students and teachers in an ongoing dialogue regarding teaching and learning. Through critical literacy, action research, and critical pedagogy, students and teachers form a community of learners who interrogate issues, problem-solve, and assess individual and group learning.
The author offers a comprehensive understanding of curriculum components and their impact. As a result, her book challenges students and teachers to create environments of learning that embrace all learners, to redefine resources, and to empower learners to develop voice and social agency. In an inductive approach, the book invites active construction of knowledge, innovation, joint debriefing, and reflectivity for more effective teaching and learning.
Table of Contents
Contents: M. Greene, Foreword. Preface. Playbill: Introduction. Entering the Theatre: New Beginnings. Philosophies of Acting: Belief System. Setting the Tone: Logistical Factors. Methods of Acting: Messages and Meanings. Determining Direction: Developing Emphases. Checking Props: Researching Resources. Rehearsals: Experimentation. Performances: Ongoing Assessment. On Tour: Future Applications. References.
"...offers a single, coherent point of view....Rather than focusing on procedures or abstract models, she provides vivid, contextualized accounts of how teachers and students in two classrooms redefined their traditional roles, collaborating to plan, enact, and assess learning experiences....A realistic and comprehensive account of how students and teachers can bridge the gap between their desires for learning and the systematic restraints of schooling....A welcome addition to the preprofessional and professional literature."
"Patricia Gross offers us a practical quide to the concept of joint curriculum design and educational reform. Her book is an excellent introduction to both self-directed learning and the literature base that supports it."