The Guide to Curriculum in Education illuminates how four commonplaces of curriculum--subject matter, teachers, learners, and milieu--are interdependent and interconnected in curriculum making and the ties between and controversies over public debate, policy making, university scholarship, and school practice in defining and developing curricula. Complex traditions of curriculum scholarship are traced to illuminate curriculum ideas, issues, perspectives, and possibilities. A major goal is to highlight and explicate how subject matter, teachers, learners, and context or environment are interdependent and interconnected in decision-making processes that involve local and state school boards and government agencies, educational institutions, and curriculum stakeholders at all levels. Key Features: • Organized around four parts as articulated by curriculum scholar Joseph J. Schwab: subject matter, teachers, learners, and milieu • Brief, objective chapters of 5,000 words each provide student readers with more depth than found in an encyclopedia entry • Chapters focus on key contemporary concerns and provide Further Reading suggestions for students wishing to explore a topic in more detail • The Guide focuses on 55 topical chapters organized in four parts: Subject Matter as Curriculum, Teachers as Curriculum, Students as Curriculum, and Milieu as Curriculum This guide will serve as a general, non-technical resource for students and researchers within education programs who seek to better understand the four commonplaces of curriculum and how it influences various aspects within the field of education.

Subject Matters of Science, Technology, Engineering, and Mathematics

Subject Matters of Science, Technology, Engineering, and Mathematics

Subject matters of science, technology, engineering, and mathematics
Russell TytlerDalene SwansonPeter Appelbaum

School mathematics and science are key subject areas that school systems and public policy focus on, alongside literacy, as the core planks of a 21st-century education. This dominance often has been advanced under the banner of “numeracy” and “literacy” in school curricula and educational institutions nationally and internationally. The education of students in these core areas of human knowledge has been a primary aspect of schooling for at least a century. The privileged position held by those who have knowledge of these areas comes with many issues of principle concern regarding what should be the focus and purposes of these subjects. Of peripheral concern are values, ...

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