Bücher von Edmund C. Short

Provides a new conceptualization of curriculum and of curriculum planning that is clearer, more functional, more adequate than those previously available.

This book presents an overview of seventeen forms of inquiry used in curriculum research in education. Conventional disciplinary forms of inquiry, such as philosophical, historical, and scientific, are described, as well as more recently acknowledged forms such as ethnographic, aesthetic, narrative, phenomenological, and hermeneutic. Interdisciplinary forms such as theoretical, normative, critical, deliberative, and action research are also included. These forms of inquiry are distinguished from one another in terms of purposes, types of research questions addressed, and the processes and logic of procedure employed in arriving at knowledge claims.

This book exhibits a collection of proposals for how school curriculum may be conceived, designed, and realized.