Innovation and Consolidation in Curriculum Development and Reform: The Case of the New Social Studies

Autor/in	Parry, Lindsay
Titel	Innovation and Consolidation in Curriculum Development and Reform: The Case of the New Social Studies
Quelle	In: International Journal of Social Education, 21 (2007) 2, S.169-176 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-0293
Schlagwörter	Curriculum Development; Educational Change; Foreign Countries; Thinking Skills; Social Studies; Teaching Methods; Instructional Innovation; Case Studies; Elementary Education; Oral History; Australia + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Ausland; Denkfähigkeit; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Case study; Fallstudie; Case Study; Elementarunterricht; Oral tradition; Mündliche Überlieferung; Australien
Abstract	The New Social Studies movement of the 1960s and 1970s represents a significant era of curriculum development and reform in the United States, which had international implications. This article presents an Australian case study of the experiences of curriculum workers involved in the development of an elementary social studies curriculum in the 1980s and their responses to the New Social Studies movement. It addresses the question: How did curriculum workers in the 1980s respond to innovative curricular and pedagogical practices espoused by Hilda Taba and the New Social Studies, and what influences shaped their work? It draws on data gathered primarily through oral histories of curriculum workers and corroborated by analyses of documentary evidence (reports, syllabuses, and correspondence) archived by the state educational authority in Queensland, Australia. Through their oral histories, curriculum workers provide reflective, evaluative, and contrasting "voices" on official state-level efforts, or what Ross aptly calls the "official state curriculum," and their perceived impact upon the curricular and pedagogical practices of classroom teachers. (Contains 16 notes.) (ERIC).
Anmerkungen	International Journal of Social Education. Ball State University, Department of History, Muncie, IN 47306. Tel: 765-285-8700; Fax: 765-285-5612; Web site: http://www.bsu.edu/classes/cantu/journal.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10