| 000 | 02380cam a2200265 a 4500 | ||
|---|---|---|---|
| 001 | 000182 | ||
| 003 | UAHC_CL | ||
| 005 | 20170815211120.0 | ||
| 008 | 170713s2015 xxu 000 eng | ||
| 020 | _a9780415704274 | ||
| 040 |
_aUAHC_CL _cUAHC_CL _dUAHC_CL |
||
| 082 | 0 | 4 |
_a374.00072 _bR311 _220 |
| 245 | 1 | 0 |
_aReconceptualizing curriculum development : _binspiring and informing action / _cJames G. Henderson, ...[et.al.]. |
| 250 | _a1a. ed. | ||
| 260 |
_bRoutledge _aNew York _c2015 |
||
| 300 | _a237 p. | ||
| 490 | 0 | _aStudies in Curriculum Theory Series | |
| 520 | _aReconceptualizing Curriculum Development provides accessible, clear guidance on curriculum problem solving and educational leadership through the practice of a synoptic curriculum study. This practice integrates three influential interpretations of curriculum--curriculum as deliberative artistry, curriculum as complicated conversation, and curriculum as currere--with John Dewey's lifetime work on reflective inquiry. At its heart, the book advances a way of studying as a way of living with reference to the question: How might I live as a democratic educator? The study guidance is organized as an open-ended scaffolding of three embedded reflective inquiries informed by four deliberative conversations. Study recommendations are provided by a carefully selected team. The field-tested study-based approach is illustrated through a multi-layered, multi-voiced narrative collage of four experienced teachers' personal journeys of understanding in a collegial study context. Applying William Pinar's argument that a "conceptual montage" enabling teachers to lead complicated conversations should be the focus for curriculum development in the field's current 'post-reconceptualist' moment, the book moves forward the educational aim of facilitating a holistic subject/self/social understanding through the practice of a balanced hermeneutics of suspicion and trust. It closes with a discussion of cross-cultural collaboration and advocacy, reflecting the interest of curriculum scholars in a wide range of countries in this study-based, lead-learning approach to curriculum development | ||
| 650 | 4 | _aPLANIFICACION CURRICULAR | |
| 650 | 4 | _aPLANIFICACION | |
| 650 | 4 |
_aPLANIFICACION CURRICULAR _xINVESTIGACIONES |
|
| 653 | _aMAGISTER EN EDUCACION | ||
| 700 | 1 | _aHenderson, James G. | |
| 900 | _a374.00072 REC | ||
| 942 | _cBK | ||
| 999 |
_c49551 _d49551 |
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