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.

Teacher Bashing And Teacher Deskilling

Teacher Bashing And Teacher Deskilling

Teacher bashing and teacher deskilling
Isabel Nuñez

Teacher bashing and teacher deskilling are terms often used in radical critiques of contemporary school reform, which has led to teachers and schools being evaluated based on test scores and conformity to externally imposed standards. If students do not achieve uniform measures of accountability, teachers are bashed for alleged incompetence or noncompliance. As early as the A Nation at Risk report (National Commission on Excellence in Education, 1983), teachers and schools were blamed for so harming the United States that an attacking power could not do more damage. This argument is largely based on the assumption that the purpose of education is to give a nation a competitive edge in the global marketplace.

Radical critics ...

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