Descripciones mejoradas de Syndetics:

A substantial revision of Curriculum Books: The First Eighty Years , this new volume is a comprehensive presentation of curriculum books that have contributed to theoretical and practical discourse about curriculum throughout the twentieth century. Following an introduction that explains the book's purpose and how it was constructed, the authors present each decade in a chapter that provides contextual reminders about the social, political, and cultural events of the time period, discussion of salient events in curriculum discourse, and a comprehensive bibliography (by year) of curriculum books. More than 3,000 curriculum books are weaved into this presentation. The original and updated conclusions are offered to provide interpretative perspective on curricular trends, state of the field, and possibilities for the future of curriculum studies.

Tabla de contenidos provista por Syndetics

• Ackowledgments from the First Edition(p. ix)
• Ackowledgments from the Second Edition(p. xi)
• Preface(p. xiii)
• Purpose and Organization(p. xiii)
• How the First Edition Developed(p. xiv)
• Revising Curriculum Books(p. xvii)
• On Citation Selections(p. xix)
• Introduction(p. xxiii)
• Curriculum Study(p. xxiii)
• Curriculum as a Formal Area of Inquiry(p. xxvi)
• 1 Curriculum Literature and Context 1861-1909(p. 1)
• Contextual Reminders(p. 1)
• Curriculum Thought and Literature(p. 5)
• Bibliography of Curriculum Books 1900-1909(p. 15)
• 2 Curriculum Literature and Context 1910-1919(p. 19)
• Contextual Reminders(p. 19)
• Curriculum Thought and Literature(p. 23)
• Bibliography of Curriculum Books 1910-1919(p. 28)
• 3 Curriculum Literature and Context 1920-1929(p. 31)
• Contextual Reminders(p. 31)
• Curriculum Thought and Literature(p. 36)
• Bibliography of Curriculum Books 1920-1929(p. 45)
• 4 Curriculum Literature and Context 1930-1939(p. 53)
• Contextual Reminders(p. 53)
• Curriculum Thought and Literature(p. 59)
• Bibliography of Curriculum Books 1930-1939(p. 71)
• 5 Curriculum Literature and Context 1940-1949(p. 81)
• Contextual Reminders(p. 81)
• Curriculum Thought and Literature(p. 87)
• Bibliography of Curriculum Books 1940-1949(p. 99)
• 6 Curriculum Literature and Context 1950-1959(p. 107)
• Contextual Reminders(p. 107)
• Curriculum Thought and Literature(p. 115)
• Bibliography of Curriculum Books 1950-1959(p. 129)
• 7 Curriculum Literature and Context 1960-1969(p. 137)
• Contextual Reminders(p. 137)
• Curriculum Thought and Literature(p. 148)
• Bibliography of Curriculum Books 1960-1969(p. 166)
• 8 Curriculum Literature and Context 1970-1979(p. 185)
• Contextual Reminders(p. 185)
• Curriculum Thought and Literature(p. 193)
• Bibliography of Curriculum Books 1970-1979(p. 219)
• 9 Curriculum Literature and Context 1980-1989(p. 247)
• Contextual Reminders(p. 247)
• Curriculum Thought and Literature(p. 257)
• A Nation at Risk(p. 257)
• Proposals for Curriculum Integration(p. 263)
• A Proliferation of Curriculum Theories(p. 267)
• A New Orientation Emerges: Critical Reconstruction(p. 268)
• Critics and Distinct Voices(p. 270)
• The Individual and the Curriculum(p. 272)
• The Expansion of Curriculum Research(p. 275)
• Business as Usual: Curriculum Development(p. 278)
• Bibliography of Curriculum Books 1980-1989(p. 290)
• 10 Curriculum Literature and Context 1990-2000(p. 335)
• Contextual Reminders(p. 335)
• Curriculum Literature and Thought(p. 353)
• National SOP (Standard Operating Procedures)(p. 353)
• Restructuring Schooling(p. 356)
• Possibilities in Critical Reconstruction(p. 360)
• Other Contributors to Critical Reconstruction(p. 365)
• The Flourishing of Difference(p. 367)
• Revising Curriculum History(p. 370)
• The Teacher, the Self as Curriculum(p. 373)
• The Varieties of Difference(p. 377)
• Developing a "Centered" Curriculum(p. 382)
• Special Needs, One Curriculum(p. 392)
• Curriculum Development: Anachronistic or Reformed?(p. 392)
• The Synoptic Text at Century's End(p. 400)
• Bibliography of Curriculum Books 1990-2000(p. 407)
• 11 Curriculum Literature and Its Authors: Profile, Observations, And Recommendations(p. 483)
• Review and Profile(p. 484)
• Observations and Possibilities(p. 489)
• Inheritors of a Journey(p. 489)
• Delimiters of the Journey(p. 490)
• Purveyors of Schooling(p. 491)
• Developers of Curriculum(p. 492)
• Professor of Curriculum Knowledge(p. 492)
• Generators of Knowledge(p. 494)
• Recommendations(p. 496)
• The Search for Origins(p. 496)
• The Emulation of Origins(p. 496)
• The Ideal and the Mundane(p. 498)
• Non-School Curricula(p. 499)
• A "Theory" Within Persons(p. 500)
• 12 Curriculum Literature and Its Authors: More Thoughts After 20 Additional Years of Pondering(p. 501)
• Contemporary Overviews on the Curriculum Field(p. 504)
• New Curriculum Discourses(p. 504)
• The Expansion of Emphasis in Work by Key Curriculum Scholars(p. 506)
• From Mentor to Student and Onward(p. 508)
• Curriculum Defined Simply by the Questions of Worth(p. 516)
• The Expanding Curriculum(p. 518)
• Conclusion(p. 524)
• Some Questions to Ponder(p. 525)
• A Final Wonder by Bill Schubert (How Final, is the Question?!)(p. 526)
• Notes(p. 529)
• Bibliographic Index(p. 539)
• Name Index(p. 575)
• Subject Index(p. 601)

Notas de autor provistas por Syndetics

William H. Schubert is Professor of Education and Coordinator of Graduate Curriculum Studies at the University of Illinois at Chicago.