The SAGE Handbook of Curriculum and Instruction / Edition 1

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Overview

The SAGE Handbook of Curriculum and Instruction is the first book in 15 years to comprehensively cover the field of curriculum and instruction. Editors F. Michael Connelly, Ming Fang He, and JoAnn Phillion, along with contributors from around the world, synthesize the diverse, real-world matters that define the field. This long-awaited Handbook aims to advance the study of curriculum and instruction by re-establishing continuity within the field while acknowledging its practical, contextual, and theoretical diversity.

Key Features

  • Offers a practical vision of the field: Defines three divisions—school curriculum subject matter, curriculum and instruction topics and preoccupations, and general curriculum theory.
  • Presents the breadth and diversity of the field: A focus on the diversity of problems, practices, and solutions, as well as continuity over time, illustrates modern curriculum and instruction while understanding historical origins.
  • Gives an evolutionary rather than a revolutionary focus: Offers a new way of interpreting the history of curriculum studies, which connects past, present, and future, leading to more productive links between practice, policy, and politics.

Intended Audience

This Handbook contributes to stronger ties between school practice, public debate, policy making, and university scholarship, making it a valuable resource for professors, graduate students, and practitioners in the field of education. It is an excellent choice for graduate courses in Curriculum and Instruction, Curriculum Theory and Development, Curriculum Studies, Teacher Education, and Educational Administration and Leadership.

List of Contributors

Mel Ainscow

Kathryn Anderson-Levitt

Rodino Anderson

Michael Apple

Kathryn Au

William Ayers

Rishi Bagrodia

Cherry McGee Banks

Nina Bascia

Gert Biesta

Donald Blumenfeld-Jones

Patty Bode

Robert E. Boostrom

Keffrelyn D. Brown

Elaine Chan

Marilyn Cochran-Smith

Carola Conle

F. Michael Connelly

Geraldine Anne-Marie Connelly

Alison Cook-Sather

Cheryl J. Craig

Larry Cuban

Jim Cummins

Kelly Demers

Zongyi Deng

Donna Deyhle

Elliot Eisner

Freema Elbaz

Robin Enns

Frederick Erickson

Manuel Espinoza

Joe Farrell

Michelle Fine

Chris Forlin

Jeffrey Frank

Barry Franklin

Michael Fullan

Jim Garrison

Ash Hartwell

Ming Fang He

Geneva Gay

David T. Hansen

Margaret Haughey

John Hawkins

David Hopkins

Stefan Hopmann

Kenneth Howe

Philip Jackson

Carla Johnson

Susan Jurow

Eugenie Kang

Stephen Kerr

Craig Kridel

Gloria Ladson-Billings

John Chi-kin Lee

Stacey Lee

Benjamin Levin

Anne Lieberman

Allan Luke

Ulf Lundgren

Teresa L. McCarty

Gary McCulloch

Barbara Means

Geoffrey Milburn

Janet Miller

Sonia Nieto

Kiera Nieuwejaar

Pedro Noguera

J. Wesley Null

Jeannie Oakes

Lynne Paine

JoAnn Phillion

William F. Pinar

Margaret Placier

Therese Quinn

John Raible

Bill Reese

Virginia Richardson

Fazel Rizvi

Vicki Ross

Libby Scheiern

Candace Schlein

William Schubert

Edmund Short

Jeffrey Shultz

Patrick Slattery

Roger Slee

Linda Tuhiwai Smith

Joi Spencer

James Spillane

Tracy Stevens

David Stovall

Karen Swisher

Carlos Alberto Torres

Ruth Trinidad

Wiel Veugelers

Ana MarĂ­a Villegas

Sophia Villenas

Leonard Waks

Kevin G. Welner

Ian Westbury

Geoff Whitty

Shi Jing Xu

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Product Details

  • ISBN-13: 9781412909907
  • Publisher: SAGE Publications
  • Publication date: 10/19/2007
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 624
  • Sales rank: 678,253
  • Product dimensions: 7.10 (w) x 9.90 (h) x 1.50 (d)

Meet the Author

F. Michael Connelly is Professor Emeritus, and formerly Director, Centre for Teacher Development, and Chair, Department of Curriculum, Ontario Institute for Studies in Education/University of Toronto (OISE/UT). He is Director of a Hong Kong Institute of Education/OISE/UT Doctoral Program, and a founder and editor of Curriculum Inquiry. Professor Connelly was the recipient of the 1987 Outstanding Canadian Curriculum Scholar Award of the Canadian Society for the Study of Education, the 1991 Canadian Education Association Whitworth Award for Educational Research, the 1995 Ontario Confederation of University Faculty Associations Outstanding Teaching Award, and the 1999 Lifetime Achievement Award in Curriculum Studies from the American Educational Research Association. He has written widely, with his collaborator Jean Clandinin, in science education, teaching and teacher knowledge, curriculum and narrative inquiry.

Ming Fang He is an Associate Professor of Curriculum Studies at Georgia Southern University. She received her Ph.D. from the Ontario Institute for Studies in Education of the University of Toronto at the Centre for Teacher Development with Michael Connelly. She taught English as a Foreign Language in P. R. China and English as a Second Language to immigrant adults and children in Toronto, Canada. She currently advises doctoral students, directs doctoral dissertations, and teaches graduate courses in curriculum studies, multicultural education, and qualitative research methods. Her preservice teacher education courses are in foundations of education. She has also taught doctoral level courses in Hong Kong, and currently advises doctoral students and serves on dissertation committees, for the Ontario Institute for Studies in Education cohort-based doctoral program for Hong Kong Institute of Education faculty members. Her work is on cross-cultural narrative inquiry of language, culture, and identity in multicultural contexts, cross-cultural teacher education and curriculum studies. Her book, A River Forever Flowing: Cross-Cultural Lives and Identities in the Multicultural Landscape, is published with Information Age Publishing. She is Professor of Curriculum, an editor of Curriculum Inquiry, and an associate editor of Multicultural Perspectives.

JoAnn Phillion is Associate Professor in the Department of Curriculum and Instruction at Purdue University. She received her Ph.D. from the Ontario Institute for Studies in Education of the University of Toronto at the Centre for Teacher Development with Michael Connelly. She was awarded the AERA Division B Outstanding Dissertation Award in 2000. She is past Chair of Division B Equity Committee and member of AERA Affirmative Action Council. She is Editor of Curriculum Inquiry. Her research interests are in narrative approaches to multiculturalism, teacher knowledge, and teacher education. She teaches graduate courses in curriculum theory and multicultural education, and an undergraduate course in pre-service teacher development. She is involved in international teacher development in Hong Kong and Honduras. She published Narrative Inquiry in a Multicultural Landscape: Multicultural Teaching and Learning with Ablex Publications in 2002.

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Table of Contents

Acknowledgments
Introduction - F. Michael Connelly, Ming Fang He, JoAnn Phillion, Candace Schlein
PART I. CURRICULUM IN PRACTICE
SECTION A: MAKING CURRICULUM
1. Curriculum Policy and the Politics of What Should Be Learned in Schools - Benjamin Levin
2. Curriculum Planning: Content, Form,and the Politics of Accountability - Michael Apple
3. Making Curricula: Why Do States Make Curricula, and How? - Ian Westbury
4. Subject Matter: Defining and Theorizing School Subjects - Zongyi Deng and Allan Luke
SECTION B: MANAGING CURRICULUM
5. Structuring Curriculum: Technical, Normative, and Political Considerations - Kevin G. Welner and Jeannie Oakes
6. Curriculum Implementation and Sustainability - Michael Fullan
7. Technology's Role in Curriculum and Instruction - Barbara Means
PART II. CURRICULUM IN CONTEXT
Introductory Essay - Allan Luke
SECTION C: DIVERSIFYING CURRICULUM
8. Curriculum and Cultural Diversity - Gloria Ladson-Billings, Keffrelyn D. Brown
9. Identity, Community, and Diversity: Retheorizing Multicultural Curriculum for the Postmodern Era - Sonia Nieto, Patty Bode, Eugenie Kang, and John Raible
10. Students' Experience of School Curriculum: Everday Circumstances of Granting and Withholding Assent to Learn - Frederick Erickson with Rishi Bagrodia, Alison Cook-Sather, Manuel Espinoza, Susan Jurow, Jeffrey Shultz, and Joi Spencer
11. Immigrant Students' Experience of Curriculum - Ming Fang He, JoAnn Phillion, Elaine Chan, and Shijing Xu
12. Teaching for Diversity: The Next Big Challenge - Mel Ainscow
SECTION D: TEACHING CURRICULUM
13. Teacher Education as a Bridge? Unpacking Curriculum Controversies - Marilyn Cochran-Smith and Kelly Demers
14. Cultivating the Image of Teachers as Curriculum Makers - Cheryl J. Craig and Vicki Ross
15. Teachers' Experience of Curriculum: Policy, Pedagogy, and Situation - William Ayers, Therese Quinn, David Stovall, and Libby Scheiern
SECTION E: INTERNATIONALIZING CURRICULUM
16. Indigenous Resistance and Renewal: From Colonizing Practices to Self-Determination - Donna Deyhle, Karen Swisher, Tracy Stevens, and Ruth Trinidad
17. Globalization and Curriculum - Kathryn Anderson-Levitt
18. Community Education in Developing Countries: The Quiet Revolution in Schooling - Joe Farrell
PART III. CURRICULUM IN THEORY
Part III Introductory Essay - William Schubert
SECTION F: INQUIRING INTO CURRICULUM
19. Curriculum Inquiry - William Schubert
20. Curriculum Policy Research - Edmund Short
21. Hidden Research in Curriculum - Robin Enns
22. Reenvisioning the Progressive Tradition in Curriculum - David T. Hansen, Rodino Anderson, Jeffrey Frank, and Kiera Nieuwejaar
23. What the Schools Teach: A Social History of the American Curriculum Since 1950 - Barry Franklin, and Carla Johnson
24. Curriculum Development in Historical Perspective - J. Wesley Null
25. Curriculum Theory Since 1950: Crisis, Reconceptualization, Internationalization - William F. Pinar
26. The Landscape of Curriculum and Instruction: Diversity and Continuity - F. Michael Connelly, Shi Jing Xu
Author Index
Subject Index
About the Editors
About the Part Editors
About the Consulting Authors
About the Contributing Authors
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