國立虎尾科技大學 |

Competing visions : = Symbolic politics in contemporary debates over integrated curriculum.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Competing visions :/
其他題名:	Symbolic politics in contemporary debates over integrated curriculum.
作者:	Stewart, Julie Pearson.
面頁冊數:	1 online resource (170 pages)
附註:	Source: Dissertations Abstracts International, Volume: 62-03, Section: A.
Contained By:	Dissertations Abstracts International62-03A.
標題:	Curricula. -
電子資源:	click for full text (PQDT)
ISBN:	9780599730694

Competing visions : = Symbolic politics in contemporary debates over integrated curriculum.
Stewart, Julie Pearson.

Competing visions :Symbolic politics in contemporary debates over integrated curriculum. - 1 online resource (170 pages)

Source: Dissertations Abstracts International, Volume: 62-03, Section: A.

Thesis (Ed.D.)--Harvard University, 2000.

Includes bibliographical references

This dissertation describes and analyzes the competing visions of integrated curriculum among contemporary curriculum scholars Michael Apple, Theodore Sizer, and David Perkins. It uses these scholars' written works and interviews as data. Since the turn of the twentieth century, integrated curriculum advocates have argued that a curricular design that organizes and connects content to other subject areas, needed skills, or student experiences and interests will serve students, schools, and society better than a traditional curriculum that organizes content into discrete subjects. Scholars' varying positions on these issues, both historically and contemporaneously, derive from varying value positions. These debates thus involve not only what pedagogy better serves students, schools, and society but also what values better serve them. They are then political and symbolic conflicts over what constitutes the public good. Advocates of specific visions of integrated curriculum seek to legitimate, institutionalize, and reproduce one conception of this ideal over a range of others. These debates thus involve political conflict. Embedded within contemporary visions is the central progressive irony that was also part of earlier ones-that is, policies designed to support democracy often undermine it as well. This dissertation examines the written and spoken works of these scholars as social artifacts. These include transcribed interviews with each scholar as well as selected texts. These include, among others: Apple's quadrivium: Ideology and Curriculum, Education and Power, Teachers and Texts: A Political Economy of Class and Gender Relations in Education, and Official Knowledge: Democratic Education in a Conservative Age; Perkin's Knowledge as Design, Smart School: Better Thinking and Learning for Every Child, and Outsmarting IQ; and Sizer's Horace trilogy- Horace's Compromise: The Dilemma of the American High School, Horace's School: Redesigning The American High School, and Horace's Hope: What Works for the American High School. Using these curriculum writings, it asks: (1) what each scholar means by the term "integrated curriculum"; (2) how examination of curriculum as political symbol expands understanding of the debate over integrated curriculum and ultimately of the process of curriculum design; (3) what vision of the good life each scholar hoped to create through his integrated curriculum.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780599730694Subjects--Topical Terms:

1465610
Curricula.
Subjects--Index Terms:

DebatesIndex Terms--Genre/Form:

554714
Electronic books.

Competing visions : = Symbolic politics in contemporary debates over integrated curriculum.
LDR:03779ntm a22003737 4500 001 1152078
005 20241125080229.5
006 m o d
007 cr mn ---uuuuu
008 250605s2000 xx obm 000 0 eng d
020 $a 9780599730694
035 $a (MiAaPQ)AAI9968330
035 $a AAI9968330
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Stewart, Julie Pearson. $3 1478960
245 1 0 $a Competing visions : $b Symbolic politics in contemporary debates over integrated curriculum.
264 0 $c 2000
300 $a 1 online resource (170 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 62-03, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Elmore, Richard.
502 $a Thesis (Ed.D.)--Harvard University, 2000.
504 $a Includes bibliographical references
520 $a This dissertation describes and analyzes the competing visions of integrated curriculum among contemporary curriculum scholars Michael Apple, Theodore Sizer, and David Perkins. It uses these scholars' written works and interviews as data. Since the turn of the twentieth century, integrated curriculum advocates have argued that a curricular design that organizes and connects content to other subject areas, needed skills, or student experiences and interests will serve students, schools, and society better than a traditional curriculum that organizes content into discrete subjects. Scholars' varying positions on these issues, both historically and contemporaneously, derive from varying value positions. These debates thus involve not only what pedagogy better serves students, schools, and society but also what values better serve them. They are then political and symbolic conflicts over what constitutes the public good. Advocates of specific visions of integrated curriculum seek to legitimate, institutionalize, and reproduce one conception of this ideal over a range of others. These debates thus involve political conflict. Embedded within contemporary visions is the central progressive irony that was also part of earlier ones-that is, policies designed to support democracy often undermine it as well. This dissertation examines the written and spoken works of these scholars as social artifacts. These include transcribed interviews with each scholar as well as selected texts. These include, among others: Apple's quadrivium: Ideology and Curriculum, Education and Power, Teachers and Texts: A Political Economy of Class and Gender Relations in Education, and Official Knowledge: Democratic Education in a Conservative Age; Perkin's Knowledge as Design, Smart School: Better Thinking and Learning for Every Child, and Outsmarting IQ; and Sizer's Horace trilogy- Horace's Compromise: The Dilemma of the American High School, Horace's School: Redesigning The American High School, and Horace's Hope: What Works for the American High School. Using these curriculum writings, it asks: (1) what each scholar means by the term "integrated curriculum"; (2) how examination of curriculum as political symbol expands understanding of the debate over integrated curriculum and ultimately of the process of curriculum design; (3) what vision of the good life each scholar hoped to create through his integrated curriculum.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Curricula. $3 1465610
650 4 $a Teaching. $3 555255
650 4 $a Educational philosophy. $3 1148497
653 $a Debates
653 $a Integrated curriculum
653 $a Symbolic politics
655 7 $a Electronic books. $2 local $3 554714
690 $a 0727
690 $a 0998
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Harvard University. $3 1180437
773 0 $t Dissertations Abstracts International $g 62-03A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9968330 $z click for full text (PQDT)