Patterns of Educational Practice: Theories of Curriculum.

Autor/in	Morshead, Richard W.
Titel	Patterns of Educational Practice: Theories of Curriculum.
Quelle	(1995), (335 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-87650-318-0
Schlagwörter	Leitfaden; Unterricht; Lernender; Academic Education; Classical Literature; Competency Based Education; Curriculum; Curriculum Development; Educational Philosophy; Educational Theories; Elective Courses; Elementary Secondary Education; Higher Education; Humanism; Humanistic Education; Preservice Teacher Education; Progressive Education; Student Educational Objectives; Values Education; Vocational Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Akademische Bildung; Classical philology; Literature; Altphilologie; literatur; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curricula; Lehrplan; Rahmenplan; Curriculum; Development; Curriculumentwicklung; Entwicklung; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Elective course; Wahlkurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Humanismus; Humanistische Bildung; Lehramtsstudiengang; Lehrerausbildung; Reformpädagogik; Progressive Erziehung; Werterziehung; Ausbildung; Berufsbildung
Abstract	This college text on curriculum and educational theory presents 10 chapters, 8 of which focus on specific curriculum types. The first chapter, an introduction, identifies each of the curriculum orientations described in the succeeding chapters and examines the major theories that have been involved in curriculum development. The next eight chapters present the following curricular approaches: (1) the classical curriculum, (2) the character training curriculum, (3) the vocational curriculum, (4) the progressive curriculum, (5) the subject-centered curriculum, (6) the elective curriculum, (7) the humanistic curriculum, and (8) the performance curriculum. Each of these chapters begins with a brief introduction followed by sections that describe the curriculum's different theoretical features including its history, political orientation, ethical objectives, programmed structure, subject matter content, psychological orientation, and instructional methods. Each of these chapters concludes with an appraisal of the curriculum noting both strengths and weaknesses. The final chapter focuses on future curriculum development and provides an 8-step program for modifying an existing curriculum as well as discussion of the theoretical implications of possible future curriculum changes. A glossary and index are provided. (Individual chapters contain references.) (DB)
Anmerkungen	Pierian Press, Box 1808, Ann Arbor, MI 48106 ($28 plus postage and handling).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01