Bücher der Reihe Research in Curriculum and Instruction

This volume contains selected papers presented at meetings of the Society for the Study of Curriculum History across the past decade, along with several specially commissioned papers from senior scholars in the field. The book considers the dimensions and development of the American curriculum.

Addresses issues in curriculum and instruction, such as the lack of Black teachers, minority representation, and mentorship. The book instantiates and outlines how truth and knowledge may be formed in educational settings through intertwining narrative inquiry, teacher knowledge and aesthetic ways of knowing.

Addresses issues in curriculum and instruction, such as the lack of Black teachers, minority representation, and mentorship. The book instantiates and outlines how truth and knowledge may be formed in educational settings through intertwining narrative inquiry, teacher knowledge and aesthetic ways of knowing.

This is the fourth, and last, volume in the series Educating About Social Issues in the 20th and 21st Centuries. This volume focuses solely on critical pedagogy: both the lives and work of major critical pedagogues and the different strains of critical pedagogy the latter pursued (e.g., critical theory in education, critical feminism in education, critical race theory).

This is the fourth, and last, volume in the series Educating About Social Issues in the 20th and 21st Centuries. This volume focuses solely on critical pedagogy: both the lives and work of major critical pedagogues and the different strains of critical pedagogy the latter pursued (e.g., critical theory in education, critical feminism in education, critical race theory).

The authors share in this volume their thoughts about education for the future, but also inform us about the past. Whether you encounter this book as a textbook or for a professional learning community, the contents will inform and inspire you, encouraging you to think deeply and work towards the improvement of education.

The authors share in this volume their thoughts about education for the future, but also inform us about the past. Whether you encounter this book as a textbook or for a professional learning community, the contents will inform and inspire you, encouraging you to think deeply and work towards the improvement of education.

Comprised of essays that delineate the genesis and evolution of the thought and work of pioneers in the field of social issues and education. This book introduces the reader to the significant work of each pioneer, and also provides insights into how his/her life experiences informed his/her thinking, beliefs, goals and work.

Comprised of essays that delineate the genesis and evolution of the thought and work of pioneers in the field of social issues and education. This book introduces the reader to the significant work of each pioneer, and also provides insights into how his/her life experiences informed his/her thinking, beliefs, goals and work.

Illustrates that as instruments of socialization and sites of ideological discourse textbooks are artefacts in introducing young people to a specific historical, cultural and socioeconomic order. This book investigates the dynamics underlying the cultural politics of education and the social movements that form it and which are formed by it.

Illustrates that as instruments of socialization and sites of ideological discourse textbooks are artefacts in introducing young people to a specific historical, cultural and socioeconomic order. This book investigates the dynamics underlying the cultural politics of education and the social movements that form it and which are formed by it.

Presents an in-depth examination of novice teachers' experiences in Houston area schools during their first-through-third year of teaching. Their professional challenges and the unique conditions in which they must navigate their developing and sometimes fragile teacher identity are comprehensively explored.

A collection of narrative inquiries of school reform. It features 14 chapters covering topics such as: ""T.P. Yaeger Middle School - A Case of 'The Monkey's Paw'""; ""Two Storied School Landscapes - Influences on Teachers' Knowledge""; and ""Destiny High School - A Case of 'The Rainbow Fish'"".

This volume contains selected papers presented at meetings of the Society for the Study of Curriculum History across the past decade, along with several specially commissioned papers from senior scholars in the field. The book considers the dimensions and development of the American curriculum.

Describes and evaluates school history textbooks from the nations who were affected by World War II including China, France, Germany, Japan, USA, and the United Kingdom. This book examines the very different and complex perspectives offered in many nations and analyses the ways in which textbooks commonly serve as instruments of socialisation.

In the summer of 1970, the members of the New Orleans Fifth Circuit Court of Appeals understood clearly the realities of race in the South. Houston, Texas, like other Southern cities, had made haste toward racial school desegregation as slowly as the White Southern Federal courts would allow. When the High School of Performing and Visual Arts opened its doors in Houston a year later, a new superintendent and liberaldominated Board of Education wished to demonstrate the positive potential of a voluntarily desegregated student body. HSPVA was the first United States public school for the arts specifically used for racial desegregation purposes, the prototype for the first public urban magnet program of desegregation used to replace a standing court order, and a continuing prototype for other public magnet schools for the arts across the United States.Talent Knows No Color is a 35year history of HSPVA, exemplary in both arts and academics, which chronicles multiperspective participant experiences within the context of everchanging district education policies and demographics. Ten years of school system and HSPVA archival research, examination of local newspapers, and oral history interviews allow a rich narrative unusual among the already limited number of scholarly histories of individual public schools. It is the description and analysis of everyday occurrences that assist thereader in understanding what Series Editor O. L. Davis, Jr. refers to as "e;the continuing, likely never ending, practical development of one particular high school and its curriculum."e;

Providing a discussion of curriculum and liberal education, this work compares curriculum making to the idea of ""pursuit."" It argues that curriculum is not something that we own or possess in a material sense; rather, it is an achievement that anyone involved in schooling must and should pursue.

Highlights the teaching that can occur in the broad context of state-level testing. This book describes the particular state history tests and examines how teachers respond to them. It analyzes the state's testing efforts and how those efforts are interpreted in the context of classroom practice.

Highlights the teaching that can occur in the broad context of state-level testing. This book describes the particular state history tests and examines how teachers respond to them. It analyzes the state's testing efforts and how those efforts are interpreted in the context of classroom practice.

The chapters in this volume illustrate how teachers are bringing creativity, higher-order thinking, and meaningful learning activities into particular school settings despite pressures of standards and testing. The word wise has been chosen for the title of the book, and is frequently used to describe the pedagogical practices that are identified.

The chapters in this volume illustrate how teachers are bringing creativity, higher-order thinking, and meaningful learning activities into particular school settings despite pressures of standards and testing. The word wise has been chosen for the title of the book, and is frequently used to describe the pedagogical practices that are identified.

Presents an in-depth examination of novice teachers' experiences in Houston area schools during their first-through-third year of teaching. Their professional challenges and the unique conditions in which they must navigate their developing and sometimes fragile teacher identity are comprehensively explored.