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.

Black Teachers as Curriculum Texts in Urban Schools

Black Teachers as Curriculum Texts in Urban Schools

Black teachers as curriculum texts in urban schools
H. Richard Milner, IV

Elliot Eisner (1994) defined curriculum as what students have the opportunity to learn in a particular context at a particular time. He postulated several important forms of the curriculum: (a) the explicit curriculum concerns student learning opportunities that are overtly taught and stated or printed in documents, policies, and guidelines, such as in course syllabi, state standards, or on school websites; (b) the implicit curriculum is intended or unintended but is not stated or written down but is actually inherent to what students have the opportunity to learn; (c) a third form of curriculum, the null curriculum, deals with what students do not have the opportunity ...

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