Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

What Is Assessment for Learning

Publisher Summary Opening up the design process to the intended users and descriptions of their projected use entail many technical issues. People need to develop new vocabularies for discussing and characterizing designs in terms of the projected activities of the intended users. These vocabularies should be accessible to the users, so that they can help define the technology they will use. People also need to be able to integrate and coordinate such use-oriented design representations with other representations produced in the course of system development. Further, people need to be able to assess design alternatives with use-oriented criteria and to integrate and coordinate such assessments with those that they make on traditional grounds, like correctness, reliability, efficiency, and maintainability. People need to develop new sorts of tools and techniques to support the development and use of use-oriented representations and methods in design. People also need to produce education to help system developers understand the need for use oriented approaches and adopt such methods in their work. This is a lot to ask for, but to do anything less is to risk losing sight of the line among human beings using and controlling their technology and its antithesis.

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Scenario-based design

This article examines the effects of academic tracking in secondary schools on educational stratification and considers how that tracking may affect levels and dispersions of academic achievement and high school graduation rates among social groups. Data from the High School and Beyond survey of students who were sophomores in 1980 show that placement in the college track substantially benefits growth in mathematics achievement and the probability of high school graduation, even when measured and unmeasured sources of nonrandom assignment to tracks are taken into account. Track assignment reinforces preexisting inequalities in achievement among students from different socioeconomic backgrounds. However, track assignment and differential achievement in tracks partially compensate blacks and girls for their initial disadvantages and makes racial and sexual inequalities smaller than they may have otherwise been. The article provides qualified support for the view that students are assigned to the tracks that...

https://www.jstor.org/stable/pdfplus/2780469.pdf

Secondary School Tracking and Educational Inequality: Compensation, Reinforcement, or Neutrality?

Defining curriculum integration as a comprehensive approach rather than simply rearranging subjects, this text uses many classroom examples to explain the relationship between curriculum integration and the disciplines of knowledge.

Curriculum Integration: Designing the Core of Democratic Education

PART I Perspectives and Prospects Chapter 1 In the Beginning: Heroes, Events, and Curriculum Chapter 2 New Directions and Turning Points in the Curriculum Chapter 3 Century of the Curriculum Chapter 4 The Modern Curriculum: Its Evolution PART II The Emergent Curriculum Field Chapter 5 Changing Conceptions of Curriculum Chapter 6 A Paradigm for the Curriculum Field: Compass for Curriculum Renewal Chapter 7 Sources and Forces for Curriculum Renewal: Society and the World of Knowledge Chapter 8 The Nature of the Learner as Curricular Source and Influence Chapter 9 Curricular Sources and Influences: Conflicting Educational Theories PART III Curriculum Design, Development, and Evaluation Chapter 10 The Search for a Core Curriculum: General Education in a Free Society Chapter 11 Determining the Structure of the Curriculum: Design for Synthesis Chapter 12 Proposals for Reform: Curricular Priorities and Polarities Chapter 13 The Curriculum and the World of Work PART IV Improving the Curriculum Chapter 14 Interpreting Research for Curriculum Improvement Chapter 15 Who Makes the Curriculum? Chapter 16 School Renewal: Ways and Means Epilogue References

Curriculum development: theory into practice

History of the school curriculum

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The American High School at the Crossroads.

Supervision in Education: Problems and Practices

Recalling the late 1960's when our nation was beset with social upheaval and student protest, Harry Reasoner (1978), the newscaster, said "The past is like a foreign country; they do things differently there." For most of us, the era of New Left ideology and campus confrontation is like a foreign country, and for many the distance is agreeable. For some individuals in the curriculum field, however, it is still the late 1960's. The radical countercultural rhetoric of the late 1960's echoes again in the late 1970's, but this time it is sounded by a small cadre of curricularists who call themselves "reconceptualists" (Pinar, 1978, p. 5). According to their chief spokesman, the ultimate aim of the reconceptualists is selfreflective "emancipation" from distortions of communication imposed by technological control (Pinar, 1978, p. 9-11). It will be recalled that emancipation from the domination of science

Daniel Tanner

Papers

Curriculum development: theory into practice

History of the school curriculum

The American High School at the Crossroads.

Supervision in Education: Problems and Practices

Emancipation From Research: The Reconceptualist Prescription