Curriculum History (E-Journal)
Not a member yet
175 research outputs found
Sort by
Classical Mythology in Contemporary Basal Readers, 1962-2004
No full textAmerican textbooks have long featured classical references to Ancient Greece and Rome, a practice likely derived from the general importance of Latin and Greek in the curriculum of early American schools. Although ancient language offerings declined during the 20th century, the attractiveness of classical mythology endured for some time; however, that attractiveness seems to have waned in recent years. This development appears to be particularly apparent in reading textbooks. In order to begin an exploration of this hypothesis, this study investigates the presence of classical mythology in American basal reading series published during the past 30 years
Developmental Theory and the Progressive Curriculum: Lessons from an Unheralded Success Story
No full textJean Piaget’s fifth text, The Moral Judgment of the Child, remains his single most influential text within the world of educational practice. This paper explores general perceptions and expectations of moral versus academic development in order to illuminate possible reasons for both Piaget’s and his readers’ relative clarity regarding the need to foster students’ autonomous reasoning in the moral realm. Subsequent analysis of relevant classroom realities then suggests that, in contrast to Piaget’s primary focus on intellectual reciprocity, cultural constraints may also support developmentally oriented educators in nurturing their students’ moral reasoning
Action Research: An Early History in the U. S.
No full textAction research is a strategy that seeks to improve the quality of action through systematic examination of the processes and the consequences of action. In the United States, as applied to Education, it may be said to have had its beginnings in 1926, with the publication of a book by B. R. Buckingham, then Director of the Bureau of Educational Research at The Ohio State University, called Research for Teachers. Writing out of the "certainties" of the Scientific Movement in Education of the Twenties, Buckingham instructs teachers in the use and interpretation of standardized tests, and offers some advice on tool-making. The book had very little influence; it went out of print shortly
The Educational Philosophy of Mary Wollstonecraft
No full textThe intention of this paper was to elucidate the educational philosophy of the eighteenth century feminist Mary Wollstonecraft. Historically known as the author of the 1792 classic, Vindication of the Rights of Woman, which "was the first sustained argument for female emancipation based on a cogent ethical system" (Brody,
1985 ) , Mary Wollstonecraft also was the author of Vindication of the Rights of Man, the first rebuttal to Edmund Burke\u27s attack on the Dissenter Dr. Richard Price. In this writing, she challenged the prevailing ideology of the divine rights of kings and advocated that civil and religious liberties were man\u27s natural birthrights
Culture and Ideology: The Development of a National Curriculum in Israel
No full textThis paper deals with issues concerning curriculum development in Israel over the last 50 years. The impact of the changing cultural and ideological context on the process of development, the nature of materials and their implementation is analyzed and discussed. The paper begins with a brief description of the nature of the educational system in Israel which constitutes the societal and structural context in which curriculum development takes place. Further on the paper deals with characteristics of curriculum developers, modes of planning, and features of curriculum documents, and will discuss these in light of cultural and ideological issues. A conceptual framework for dealing with these issues was developed by Ben-Peretz and Zajdrnan (1986) who ana1yzed the changes in curriculum development in Israel over time and suggested that three different periods could be discerned: the "pre-scientific" period up to the establishment of the center for curriculum development in the Ministry of Education; in the late 60\u27s the "scientific" period until the early 80\u27 s, when curriculum development was completely centra1ized; and the "open" period, when school-based curriculum development was considered to be a viable alternative, though existing in a basic centralistic structure of educational decision making
Islands of Hope: A History of American Indians and Higher Education
No full textTo understand the recent growth of American Indian controlled higher education, which began in earnest with the founding of Navajo Community College in 1968, it is necessary to comprehend the context in which Amelican Indian higher education developed. Accordingly, the history of traditional Indian education in the pre and post colonial era and the U.S. government\u27s influence upon Indian education will be examined. Ultimately, the twenty-four tribally controlled colleges, the two federally controlled colleges and the four independent colleges primarily serving American Indians will be analyzed. The continued development of these colleges is critical to the future of Indian education
Consciousness of Race, History, and Culture
No full textThis paper uses two narratives, one of an Africa American teacher and the other of a student, alongside the ideas of W. E. B. DuBois and Carter Woodson to better understand those factors which influenced the development ofa critical black consciousness in students during the decades prior to the Civil Rights Movement
Studying Educational Foundations: A Century of Critical Issues in Education
No full textForty-five educational textbooks published between 1906-1999 were examined through content analysis to determine the common themes which transcended the century. Several themes prevailed: Diversity, pedagogy, social-economic issues, school organization, school size, and the art and science of teaching. The depth and focus of these themes changed with the times and these changes are addressed in this paper