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Conflict in Curriculum : = A Critical Analysis of Eisner and Vallance's Five Conceptions of Curriculum.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Conflict in Curriculum :/
Reminder of title:	A Critical Analysis of Eisner and Vallance's Five Conceptions of Curriculum.
Author:	Palmer, Joan Marie.
Description:	1 online resource (176 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 44-07, Section: A.
Contained By:	Dissertations Abstracts International44-07A.
Subject:	Curricula. -
Online resource:	click for full text (PQDT)
ISBN:	9798205443586

Conflict in Curriculum : = A Critical Analysis of Eisner and Vallance's Five Conceptions of Curriculum.
Palmer, Joan Marie.

Conflict in Curriculum :A Critical Analysis of Eisner and Vallance's Five Conceptions of Curriculum. - 1 online resource (176 pages)

Source: Dissertations Abstracts International, Volume: 44-07, Section: A.

Thesis (Educat.D.)--University of Maryland, College Park, 1983.

Includes bibliographical references

Historically, curriculum workers have been unable to reach consensus about the components of curriculum theory. The confusion has resulted in a diversity of approaches addressing the needs of special interest groups. In such a milieu, values are often unexamined and potential conflict is unrecognized. In 1974 Elliot W. Eisner and Elizabeth Vallance attempted to focus attention on the dominant but conflicting approaches to curriculum which appeared to be emerging from the literature. In Conflicting Conceptions of Curriculum, they identified five curricular orientations and suggested that major areas of conflict existed between and among them. Those categories have since been widely used for classification and discussion. Accordingly, the purposes of this study were: (1) To explore the basis of the conflict between and among the Eisner and Vallance orientations. (2) To determine the adequacy of those orientations to describe current curricular approaches. (3) To develop a framework to be used in the analysis of the orientations which could thereafter function as a tool for revealing potential conflict in curricula. The methodology involved qualitative analysis of the text of Conflicting Conceptions of Curriculum and of all of the readings cited as examples of the various orientations. The framework for analysis was based on the work of Terry Moore, who in Educational Theory: An Introduction defines general educational theory as the interrelationship of limited pedagogical theories and recommendations for practice. The results of the analyses indicate that the conflict between and among the five orientations is philosophic in nature, stemming from unexplored values and internal inconsistencies. Few of the suggested readings match the prototypes of the orientations as described in the text, suggesting that the categories are inadequate to describe current curricular approaches. One facet of the problem rests with the very attempt to label a curricular approach--the focus is thrust upon the particular, identified emphasis of the material, leaving other, perhaps more significant, positions unexplored. The framework used in the analyses was applied to two curricula to determine its functional use as a tool for revealing conflict. Several problem areas emerged in both programs, indicating that the process could be a viable procedure for identifying potential controversy.

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

Mode of access: World Wide Web

ISBN: 9798205443586Subjects--Topical Terms:

1465610
Curricula.
Index Terms--Genre/Form:

554714
Electronic books.

Conflict in Curriculum : = A Critical Analysis of Eisner and Vallance's Five Conceptions of Curriculum.
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500 $a Source: Dissertations Abstracts International, Volume: 44-07, Section: A.
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504 $a Includes bibliographical references
520 $a Historically, curriculum workers have been unable to reach consensus about the components of curriculum theory. The confusion has resulted in a diversity of approaches addressing the needs of special interest groups. In such a milieu, values are often unexamined and potential conflict is unrecognized. In 1974 Elliot W. Eisner and Elizabeth Vallance attempted to focus attention on the dominant but conflicting approaches to curriculum which appeared to be emerging from the literature. In Conflicting Conceptions of Curriculum, they identified five curricular orientations and suggested that major areas of conflict existed between and among them. Those categories have since been widely used for classification and discussion. Accordingly, the purposes of this study were: (1) To explore the basis of the conflict between and among the Eisner and Vallance orientations. (2) To determine the adequacy of those orientations to describe current curricular approaches. (3) To develop a framework to be used in the analysis of the orientations which could thereafter function as a tool for revealing potential conflict in curricula. The methodology involved qualitative analysis of the text of Conflicting Conceptions of Curriculum and of all of the readings cited as examples of the various orientations. The framework for analysis was based on the work of Terry Moore, who in Educational Theory: An Introduction defines general educational theory as the interrelationship of limited pedagogical theories and recommendations for practice. The results of the analyses indicate that the conflict between and among the five orientations is philosophic in nature, stemming from unexplored values and internal inconsistencies. Few of the suggested readings match the prototypes of the orientations as described in the text, suggesting that the categories are inadequate to describe current curricular approaches. One facet of the problem rests with the very attempt to label a curricular approach--the focus is thrust upon the particular, identified emphasis of the material, leaving other, perhaps more significant, positions unexplored. The framework used in the analyses was applied to two curricula to determine its functional use as a tool for revealing conflict. Several problem areas emerged in both programs, indicating that the process could be a viable procedure for identifying potential controversy.
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