The SAGE Handbook of Curriculum and Instruction / Edition 1

by F. Michael Connelly, Ming Fang He, JoAnn Phillion

Overview

The SAGE Handbook of Curriculum and Instruction emerges from a concept of curriculum and instruction as a diverse landscape defined and bounded by schools, school boards and their communities, policy, teacher education, and academic research.

Each contributing author was asked to comprehensively review the research literature in their assigned topic. These topics, however, are defined by practical places on the landscape e.g. schools and governmental policies for schools.

Key Features:

o Presents a different vision or re-conceptualization of the field

o Provides a comprehensive and inclusive set of authors, ideas, and topics

o Takes a global rather than North American parochial approach

o Recognizes that curriculum and instruction is broader in scope than is suggested by university research and theory

o Reflects post-1992 changes in curriculum policy, practice and scholarship

o Represents a rethinking of how school subject matter areas are treated.

Teacher education is included in the Handbook with the intent of addressing the role and place of teacher education in bridging state and national curriculum policies and curriculum as enacted in classrooms.

Product Details

ISBN-13:	9781412909907
Publisher:	SAGE Publications
Publication date:	10/19/2007
Edition description:	New Edition
Pages:	624
Product dimensions:	7.00(w) x 10.00(h) x (d)

About 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.

Jo Ann 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.

Table of Contents

Acknowledgments
Introduction - F. Michael Connelly, Ming Fang He, Jo Ann 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, Jo Ann 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