Paradigm Debates In Curriculum And Supervision

Overview

Paradigm debates in the educational research community are a frequent if not common occurrence. How do paradigm debates in other educational fields, such as curriculum and supervision, shape educators' understanding and practice? In this volume, it is suggested that educators' adherence to particular views of curriculum and supervision is influential in guiding their beliefs and subsequent actions. For example, a widely accepted belief is that if an individual adopts a mechanistic view of the curriculum, then ...

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Overview

Paradigm debates in the educational research community are a frequent if not common occurrence. How do paradigm debates in other educational fields, such as curriculum and supervision, shape educators' understanding and practice? In this volume, it is suggested that educators' adherence to particular views of curriculum and supervision is influential in guiding their beliefs and subsequent actions. For example, a widely accepted belief is that if an individual adopts a mechanistic view of the curriculum, then s/he is likely to deliver a curriculum grounded in pre-established objectives and evaluate student achievement in relationship to formulated objectives. Postmodernists contend that such educators are bound by rigid bifurcation and a constrictive linear logic. In supervision, educational leaders who favor leadership styles comprised by autocratic behaviors, tend to create school climates that favor a top-down approach to human relationships. Autocratic leaders rely on hierarchical organizational structures and styles that seek to instill compliance and subordinance. Yet prospective administrators who want concrete proposals put in practice find modern perspectives of supervision helpful. In contrast, postmodern supervisors allege that such leaders disallow the emergence of relevant and authentic relationships that might occur when conventional hierarchical structures are diminished and open lines of communication between teachers, students, administrators become normative.

The chapters in this book present an in-depth analysis of how an individual's predisposition towards modern and postmodern views of curriculum and supervision are likely to influence: (1) curriculum development, (2) teaching styles, (3) leadership styles, (4) teacher and student evaluation, and (5) the missions intrinsic to the creation of professional preparation programs that serve to promulgate existing practice or create a new order of teachers and administrator.

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Editorial Reviews

Booknews
Contributors debate the usefulness and legitimacy of working within either the framework of modernity or the frameworks of postmodernity in discussions on modern and postmodern conceptions of curriculum and supervision and practitioner responses. Specific topics include assessing gender influences in the classroom, collaborative supervision, curriculum and teaching transformation through postmodern studies, and student empowerment. Glanz teaches in the department of instruction, curriculum, and administration at Kean University. Behar-Horenstein teaches in the department of educational leadership policy at the University of Florida. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9780897896245
  • Publisher: ABC-CLIO, Incorporated
  • Publication date: 1/30/2000
  • Pages: 312
  • Lexile: 1430L (what's this?)
  • Product dimensions: 6.00 (w) x 9.00 (h) x 0.81 (d)

Meet the Author

JEFFREY GLANZ is Associate Professor in the Dept. of Instruction, Curriculum, and Administration at Kean University, NJ.

LINDA S. BEHAR-HORENSTEIN is Associate Professor in the Dept. of Educational Leadership at the University of Florida, Gainesville.

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Table of Contents

Foreword by Robert J. Starratt

Preface

Modern Conceptions of Curriculum and Supervision

Introduction

Can the Modern View of Curriculum be Refined by the Postmodern Criticism? by Linda S. Behar-Horenstein

Shifting Paradigms: Implications for Curriculum Research and Practice by Edmund C. Short

The Common Unity and Progressive Restoration of the Curriculum Field by Peter S. Hlebowitsh

Supervision: Don't Discount the Value of the Modern by Jeffrey Glanz

Supervision Practices: Building a Constructivist Learning Community for Adults by Sally Zepeda

Collaborative Supervision: Implications for Supervision Research and Inquiry by Martha N. Ovando

Postmodern Conceptions of Curriculum and Supervision

Postmodernism as a Challenge to Dominant Representations of Curriculum by Patrick Slattery

Informing Curriculum and Teaching Transformation through Postmodern Studies by James G. Henderson

Postmodern Visions in Multicultural Preparation and Practice by Geneva Gay and Pamula Hart

Complicity in Supervision: Another Postmodern Moment by Duncan Waite and Margarida Ramires Fernandes

Possibilities of Postmodern Supervision by Patricia Holland and Maryalice Obermiller

Communicative Action: A Postmodern Bridge for Supervision in School Organizations by Edward Pajak and Karen K. Evans

Practitioner Responses

Modern and Postmodern Perspectives on Curriculum and Supervision: A View from the Top by Osborne F. Abbey, Jr.

Paradigms of Curriculum and Supervision: A Practitioner's Viewpoint by Frances M. Vandiver

Student Empowerment Through the Professional Development of Teachers by Eric Nadelstern, Janet Price, and AaronListhaus

Afterword: Closing Reflections

Index

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