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Showing papers on "Curriculum published in 1988"


Book
01 Jan 1988
TL;DR: McL McLaren as discussed by the authors proposed a new socology of curriculum for social education in the classroom, focusing on the dynamics of the Hidden Curriculum overcoming behavioral and humanistic objectives.
Abstract: Foreword by Peter McLaren Editor's Introduction Introduction Rethinking the Language of Schooling Rethinking the Language of Schooling Toward a New Sociology of Curriculum Social Education in the Classroom: The Dynamics of the Hidden Curriculum Overcoming Behavioral and Humanistic Objectives Literacy, Writing, and the Politics of Voice Writing and Critical Thinking in the Social Studies Mass Culture and the Rise of the New Illiteracy: Implications for Reading Critical Pedagogy, Cultural Politics, and the Discourse of Experience Culture, Power, and Transformation in the Work of Paulo Freire: Toward a Politics of Education Teaching, Intellectual Work, and Education as Cultural Politics Teachers as Transformative Intellectuals Curriculum Study and Cultural Politics The Need for Cultural Studies Teacher Education and the Politics of Democratic Reform Toward a Language of Critique and Possibility Crisis and Possibilities in Education Reproducing Reproduction: The Politics of Tracking Antonio Gramsci Solidarity, Ethics, and Possibility in Critical Education Index

1,589 citations



Journal ArticleDOI
TL;DR: In this article, Fine argues that the anti-sex rhetoric surrounding sex education and school-based health clinics does little to enhance the development of sexual responsibility and subjectivity in adolescents.
Abstract: Michelle Fine argues that the anti-sex rhetoric surrounding sex education and school-based health clinics does little to enhance the development of sexual responsibility and subjectivity in adolescents. Despite substantial evidence on the success of both school-based health clinics and access to sexuality information, the majority of public schools do not sanction or provide such information. As a result, female students, particularly low-income ones, suffer most from the inadequacies of present sex education policies. Current practices and language lead to increased experiences of victimization, teenage pregnancy, and increased dropout rates, and consequently, ". . . combine to exacerbate the vulnerability of young women whom schools, and the critics of sex education and school-based health clinics, claim to protect." The author combines a thorough review of the literature with her research in public schools to make a compelling argument for "sexuality education" that fosters not only the full developmen...

1,250 citations


Book
01 Jan 1988
TL;DR: The field of Curriculum design has been a hot topic in the last few decades as mentioned in this paper with a focus on the role of the teacher and the curriculum worker in the design of a curriculum.
Abstract: Curriculum Tips Preface 1. The Field of Curriculum Curriculum Approaches - Behavioral Approach - Managerial Approach - The Systems Approach - Academic Approach - Humanistic Approach - Reconceptualists Definition of Curriculum - The Challenges of Definition - Background Issues for Defining the Field - Fundamental Questions Foundations of Curriculum - Major Foundations: Philosophy, History, Psychology, and Sociology Domains of Curriculum - Curriculum Development - Curriculum Design - Other Domains of Curriculum - The Planned and Unplanned Curriculum Theory and Practice - From Theory to Practice - Curriculum Certification The Roles of the Curriculum Worker - Responsibilities of the Curriculum Worker - The Role of the Student - The Teacher and the Curriculum - The Principal and the Curriculum Conclusion I. FOUNDATIONS OF CURRICULUM 2. Philosophical Foundations of Curriculum Philosophy and Curriculum - Philosophy and the Curriculum Worker - Philosophy as a Curriculum Source Major Philosophies - Idealism - Realism - Pragmatism - Existentialism Educational Philosophies - Perennialism - Essentialism - Progressivism - Reconstructionism Conclusion 3. Historical Foundations of Curriculum The Colonial Period: 1642-1776 - Three Colonial Regions - Colonial Schools - Old Textbooks, Old Readers The National Period: 1776-1850 - Rush: Science, Progress, and Free Education - Jefferson: Education for Citizenship - Webster: Schoolmaster and Cultural Nationalism - McGuffey: The Readers and American Virtues Nineteenth-Century European Educators - Pestalozzi: General and Special Methods - Froebel: The Kindergarten Movement - Herbart: Moral and Intellectual Development - Spencer: Utilitarian and Scientific Education The Rise of Universal Education: 1820-1920 - Monitorial Schools - Common Schools - Secondary Schools - The Academy - The High School The Transitional Period: 1893-1918 - Reaffirming the Traditional Curriculum - Three Committees - Marris and Eliot: Two Conservative Reformers Curriculum as a Field Is Born: 1918-1949 - Bobbitt and Charters: Behaviorism and Scientific Principles - Kilpatrick: The Progressive Influence - The Twenty-Sixth Yearbook - Rugg and Caswell: The Development Period - Tyler: Basic Principles - Goodlad: School Reform - Current Focus Conclusion 4. Psychological Foundations of Curriculum Behaviorism - Connectionism - Thornedike's Influence: Tyler, Taba, and Bruner - Classical Conditioning - Operant Conditioning - Acquiring New Operants Cognitive Psychology - Cognitive Perspective - The Montessouri Method - The Theories of Jean Piaget - Piaget's Influence: Tyler, Taba, Bruner, and Kohlberg - The Theories of Lev Vygotsky - Focus on Thinking and Learning Emotional Intelligence - Constructivism - Brain Research and Learning - Problem Solving and Creative Learning - Cognition and Curriculum Phenomenology and Humanistic Psychology - Gestalt Theory - Maslow: Self-Actualizing Persons - Rogers: Nondirective and Therapeutic Learning - Phenomenology and Curriculum Conclusion 5. Social Foundations of Curriculum Society, Education, and Schooling - Society and American Modal Personality - Social and Developmental Theories Post Modern Family - New Family Types - New Mores, New Customs Sex Roles and Sex Differences - The Feminization of Schools - From Dick and Jane to Harry Potter Moral Education - Moral Conduct and Controversy - Moral Knowledge - Moral Character Do Schools Make a Difference? - The Coleman Report - The Jencks Study - Unaccounted Factors: Luck - International Educational Achievement (IEA) Studies Learning and earning: 1980s and 1990s - Attitude, Achievement, and Family Capital - NAEP/State Standards - Another Option Conclusion II. PRINCIPLES OF CURRICULUM 6. Curriculum Design Connecting Conceptions Components of Design - Sources of Curriculum Design - Conceptual Framework: Horizontal and Vertical organization Design Dimension Considerations - Scope - Sequence - Continuity Integration - Articulation - Balance Representative Curriculum Deigns - Subject-Centered Designs - Learner-Centered Designs - Problem-Centered Designs Conclusion 7. Curriculum Development Technical-Scientific Approach - History of Technical-Scientific Approach Nontechnical-Nonscientific Approach - The Deliberation Model Enacting Curriculum Development - Establishing Curriculum Teams - Enacting the Process -- Generating Aims -- Creating Goals -- Creating Objectives -- Means of Generating Aims, Goals, and Objectives -- Guidelines for Formulating Educatinal Objectives Taxonomic Levels - A Totalizing Taxonomy - Selecting Curriculum Content - Selecting Curriculum Experiences - Selecting Educational Environments - The Final Synthesis Participants in Developing Curriculum - Political Arena Participants - School Arena Participants - Participants Outside the School District - Other Participants Conclusion 8. Curriculum Implementation The Nature of Implementation -Relationship of Implementation to Planning - Incrementalism - Communication - Support Implementation as a Change Process - A Theory of Change - Change Typologies - Resistance to Change - Improving Receptivity to Change Curriculum Implementation Models - Overcoming Resistance to Change Model - Organizational Development Model - Concerns-Based Adoption Model - Organizational Parts, Units, and Loops - Educational Change Model Roles of the Key Players - Students - Teachers and Initiators - Supervisors - Principals as Initiators - Curriculum Directors - Curriculum Consultants - Parents and Community Members Conclusion 9. Curriculum Evaluation The Nature and Purpose of Evaluation - Curriculum - Cognition - Observation - Interpretation - Evaluation Questions - Definitions of Evaluation - Measurement versus Evaluation Approaches to Evaluation - Scientific and Humanistic Approaches to Evaluation - Intrinsic and Pay-Off Evaluation - Formative and Summative Evaluation Scientific-Positivistic Evaluation Models - Stake's Congruence-Contingency Model - Stufflebeam's Context, Input, Process, Product Model Humanistic and Naturalistic Evaluation Models - Action Research - Eisner's Connoisseurship Evaluation Model - Illuminative Evaluation Model Practices and Issues of Evaluation - Phases of Evaluation - Alternative Assessment - High-Stakes Assessment - Norm-Referenced and Criterion-Referenced Measurement - Human Issues of Evaluation Roles Played in Evaluation - Students - Teachers - Evaluators - Consultants - Parents and Community Members Conclusion III. Issues of Curriculum 10. Curriculum Issues and Trends Reinventing Education - Thinking Outside the Box - Reinventing School Culture - Charter Schools, Contract Schools - The Push for an Enlightened World Cultures Curriculum The Politics of Sociology of Education - The Push for the Narrow, Bland Curriculum - Multicultural Education - Pedagogy as Political Process Moral and Spiritual Education Standards and Testing - The Politicization of Standards and Assessment Technology, Media, and Curriculum - Media Control of Information Looking Forward - Determining. Anticipating, Generating Evolving Futures - Swimming Against the Current - Swimming With the Current - Nurturing, Managing, Evolving Futures - Citizen, Educator Participation in Dynamic Evolving Futures - Generating Breakthroughs Conclusion NAME INDEX SUBJECT INDEX

990 citations


Book
21 Jul 1988
TL;DR: The Politics of Teachers and Texts as mentioned in this paper discusses the relationship between teachers and texts and the culture and commerce of the textbook, and concludes that the new technology is either part of the Solution or Part of the Problem in education.
Abstract: Introduction 1.The Politics of Teachers and Texts. Teachers 2. Controlling the Work of Teachers 3. Teaching and 'Women's Work'. Texts 4. The Culture and Commerce of the Textbook. 5. Old Humanists and New Curricula. 6. Educational Reports and Economic Realities. 7. Is the New Technology Part of the Solution or Part of the Problem in Education? Conclusion 8. Supporting Democracy in Education.

633 citations


Book
01 Jan 1988

563 citations


MonographDOI
30 Sep 1988-Hispania
TL;DR: The teacher as curriculum developer helps students and teachers understand and adopt a learner-centred curriculum and the role of teachers in the development of this curriculum.
Abstract: Series Editors' Preface Preface 1. Introduction 2. Curriculum processes 3. Learner-centred curriculum development 4. Pre-course planning procedures 5. Planning content 6. Methodology 7. Resources for a learner-centred curriculum 8. Assessment and evaluation 9. Evaluation and professional development 10. The teacher as curriculum developer References Appendix Indexes.

519 citations



Journal ArticleDOI
TL;DR: There is a growing movement to introduce elements of statistics and probability into the secondary and even the elementary school curriculum, as part of basic literacy in mathematics as mentioned in this paper. But, although many articles in the education literature recommend how to teach statistics better, there is little published research on how students actually learn statistics concepts.
Abstract: There is a growing movement to introduce elements of statistics and probability into the secondary and even the elementary school curriculum, as part of basic literacy in mathematics. Although many articles in the education literature recommend how to teach statistics better, there is little published research on how students actually learn statistics concepts. The experience of psychologists, educators, and statisticians alike is that a large proportion of students, even in college, do not understand many of the basic statistical concepts they have studied. Inadequacies in prerequisite mathematics skills and abstract reasoning are part of the problem. In addition, research in cognitive science demonstrates the prevalence of some "intuitive" ways of thinking that interfere with the learning of correct statistical reasoning. The literature reviewed in this paper indicates a need for collaborative, cross-disciplinary research on how students come to think correctly about probability and statistics.

436 citations


Journal ArticleDOI
Ruth Spack1
TL;DR: This article reviewed studies of L1 writing programs in which students learn to write in various disciplines, discusses the implications of the researchers' findings, and argues that the teaching of writing in the disciplines should be left to the teachers of those disciplines and that L2 English composition teachers should focus on general principles of inquiry and rhetoric, with emphasis on writing from sources.
Abstract: In the interest of finding ways to help their students succeed in university studies, college-level L2 writing researchers and teachers have endeavored for years to define the nature of academic writing tasks. The effort to determine what academic writing is and what ESL students need to know in order to produce it has led to the development of a number of different approaches to the teaching of writing. Most recently, this effort has led to a problematic trend toward having teachers of English, including teachers of freshman composition, teach students to write in other disciplines. This trend has emerged in response to criticism of previous writing programs, analyses of surveys of academic writing tasks, and movements such as Writing Across the Curriculum and English for specific purposes. This article reviews studies of L1 writing programs in which students learn to write in various disciplines, discusses the implications of the researchers' findings, and argues that (a) the teaching of writing in the disciplines should be left to the teachers of those disciplines and (b) L2 English composition teachers should focus on general principles of inquiry and rhetoric, with emphasis on writing from sources.

406 citations


Journal ArticleDOI
TL;DR: In this paper, the authors focus on the work students do in classrooms and how that work influences students' thinking about content, based on the premise that the tasks teachers assign determines how students come to understand a curriculum domain.
Abstract: The research program described in this article has focused on the work students do in classrooms and how that work influences students' thinking about content. The research is based on the premise that the tasks teachers assign determines how students come to understand a curriculum domain. Tasks serve, in other words, as a context for students' thinking during and after instruction. The first section of this article contains an overview of the task model that guided research. The second section provides a summary of findings concerning the properties of students' work in classrooms, with special attention to work in mathematics classes. I conclude with a brief discussion of implications of this research for understanding classroom processes and their effects.

Book
01 Jan 1988
TL;DR: In this article, the authors present two types of syllabuses: Notional-Functional and Type A syllabus: Type B syllabi: Functional and notional.
Abstract: Note to the Reader. Acknowledgements. 1. Approach, Design, Procedure. 2. Two Traditions. 3. Language Curriculum: Values and Options. 4. Language Syllabus Design: Two Types. 5. Where, What and How: Other Bases to Syllabus Design. 6. Type A syllabuses: Notional--Functional. 7. The Type B Tradition. 8. Language Curriculum Design: Process and Management. 9. Innovation: Managing and Evaluating. Appendix: Follow--up Activities. Bibliography. Index.

Journal ArticleDOI
TL;DR: This paper investigated the social distribution of mathematics achievement in a random sample of students and high schools drawn from the base year and first followup of High School and Beyond, and found that track placement and course of study are the major mediating factors that link students' background (social class, minority status, and academic background) with academic achievement.
Abstract: The study reported here investigated the social distribution of mathematics achievement in a random sample of students and high schools drawn from the base year and first followup of High School and Beyond. It focused on the academic experiences of these students, particularly on the differences in curriculum tracking and the enrollment in academic courses in Catholic and public schools. We found that students are more likely to be assigned to than to choose the academic track in Catholic than in public schools and that placement in the academic track is more closely linked to aspirations for college graduation in Catholic schools. Not only do Catholic school students take more academic courses, but their course-enrollment patterns are less strongly dependent on their family background or prior achievement. Thus, we found that track placement and course of study are the major mediating factors that link students' background (social class, minority status, and academic background) with academic achievement.

Book
01 Jan 1988

Book
01 Jan 1988
TL;DR: In this paper, the authors provide a current, practical, Australian-based approach to designing and developing curriculum and provide a vital source for teachers who wish to build their skills in the field of curriculum design and development.
Abstract: This book has been written to provide a current, practical, Australian-based approach to designing and developing curriculum. The demands of schools and educational systems today are such that teachers with practical curriculum skills are highly valued and this book provides a vital source for teachers who wish to build their skills in the field of curriculum design and development.The book addresses the needs of curriculum developers by examining the nature of the curriculum process and how it can be applied in schools. A particular strength is the way in which the chapters are structured around a model of curriculum development. As the model unfolds the reader is familiarised with the various elements of curriculum including situational analysis, intent, content, learning activities and evaluation.Teachers will appreciate the value of understanding these elements and in so doing will acquire valuable skills of curriculum design and development.A feature of this book is that it addresses the issues of curriculum implementation and curriculum change. To devise a curriculum document in these times is tough enough. Those who wish to see their curricula succeed must be involved with implementing that curriculum and the curriculum change that results.This important new book is particularly appropriate to classroom teachers, system developers and student teachers studying curriculum.

Journal ArticleDOI
Bill Green1
TL;DR: In this paper, a particular view of literacy is proposed, as well as a contextualist view of education, specifically in its relation to school learning, to contribute to educators' understanding of the contextualist nature of literacy.
Abstract: This paper aims to contribute to educators' understanding of the contextualist nature of literacy, specifically in its relation to school learning. A particular view of literacy is proposed, as com...

Journal ArticleDOI
TL;DR: In this paper, the authors present findings from their exploratory study of 12 effective school districts (IESD) in California, which were identified on the basis of their ability to promote high levels of student achievement on standardized tests (aggregated to the district level).
Abstract: In this article we present findings from our exploratory study of 12 instuctionally effective school districts (IESD) in California. Districts were identified on the basis of their ability to promote high levels of student achievement on standardized tests (aggregated to the district level) after controlling for socioeconomic status, previous achievement, and language proficiency. Studies on school improvment and organizational control and coordination provided the theories and frameworks that informed the study. The primary emphasis was on analysis of organizational structures and coupling mechanisms rather than on cultural linkages. Results are based on interviews with superintendents and analyses of selected documents. Seventeen themes or characteristics found in these IESD are discussed under the categories of (1) conditions, (2) climate factors, (3) characteristics of curriculum and instruction, and (4) organizational dynamics. Information about variations in these themes is also presented.We...

Journal ArticleDOI
TL;DR: In this article, the impact of regular and special education on 11 mildly handicapped children is studied by analyzing their slope of improvement on weekly curriculum-based measures (CBM) reading scores.
Abstract: Much of the current research on special education effectiveness challenges the notion that delivery of these services to handicapped children significantly improves their academic performance in schools. It is argued here that such conclusions are premature since many of these studies are based upon tests with poor technical adequacy or flawed experimental designs. It is reasoned that a more efficacious approach to investigating issues of special education effectiveness might rely on time series analysis where researchers examine the response of handicapped children to varying educational interventions. This study presents such an approach where the impact of regular and special education on 11 mildly handicapped children is studied by analyzing their slope of improvement on weekly curriculum-based measures (CBM) reading scores. The data for these pupils suggest that special education is in fact a significant educational intervention, and that time series analysis of CBM data is a useful evaluation tool. ...

Book
01 Jan 1988
TL;DR: This chapter discusses teacher decision making, curriculum Considerations, and teaching strategies for Promoting Learning and Achievement in the context of a Democratic Classroom Discipline.
Abstract: 1. Teacher Decision Making. 2. Building a Climate for Learning. 3. Democratic Classroom Discipline. 4. Curriculum Considerations. 5. Planning for Teaching. 6. Basic Instructional Techniques. 7. Primary Instructional Methods. 8. Teaching Strategies for Promoting Learning and Achievement. 9. Instructional Technologies. 10. Evaluation of Classroom Performance. 11. Toward Effective Teaching.

Book
01 Jan 1988
TL;DR: In this article, the authors present a question and answer guide to the teaching profession student diversity and diversity in American education and discuss the history of American education, including the struggle for equal educational opportunity contemporary social problems and children at risk.
Abstract: Part 1 Teachers: becoming a teacher effective teaching a question and answer guide to the teaching profession student diversity. Part 2 Schools: what are schools for? life in schools what students are taught in schools controversy over who controls the curriculum. Part 3 Foundations: the history of American education school governance school law financing America's schools philosophy of education. Part 4 Issues and trends: the struggle for equal educational opportunity contemporary social problems and children at risk tomorrow's schools. Appendices: observing in schools and classrooms the praxis series of tests state certification offices a summary of selceted reports on educational reform.

Journal ArticleDOI
TL;DR: The authors found that course-placement probabilities differ substantially across the four schools and that the pattern of association between course placement in mathematics and in science differs in important ways from school to school.
Abstract: Using data from the transcripts of 1, 700 students who entered four high schools as ninth graders in fall 1979, we estimated the influence of students' background characteristics on course placement in mathematics and science. After controlling for the students' background characteristics, we found that course-placement probabilities differ substantially across the four schools. Furthermore, the pattern of association between course placement in mathematics and in science differs in important ways from school to school. These differences in course placement can be explained, in part, by the organization of the curricula at the four schools and, in part, by the composition of the student populations in the schools. The results suggest that stratification in high schools is a dual process in which positions in the curriculum (courses or sections) are created and students are matched with

Journal ArticleDOI
TL;DR: In this paper, a research project aimed at conceptualizing teachers' knowledge of classrooms is presented, which aims to foster a spirit of confidence on the part of teachers in the personal ways they know their classrooms.
Abstract: We are engaged in a research project aimed at conceptualizing teachers' knowledge of classrooms. Our practical intention is to foster a spirit of confidence on the part of teachers in the personal ways they know their classrooms. We hope, thereby , to counteract in some small way those administrative, policy, and research traditions which deny a central voice for teachers in curriculum and instruction. Our intention is for the work to enhance teachers ' sense of authority amidst a predominantly prescriptive administrative, policy and research environment.

Book ChapterDOI
01 Jan 1988

Book
01 Jan 1988
TL;DR: The Prepare Curriculum as discussed by the authors ) is a manual for middle school and high school students with a series of interventions grouped into three areas: reducing aggression, reducing stress, and reducing prejudice.
Abstract: This well-researched manual has been revised and expanded to include updated materials, procedures, and 93 supplementary exercises. The Prepare Curriculum presents a series of 10 course-length interventions grouped into three areas: reducing aggression, reducing stress, and reducing prejudice. It is designed for use with middle school and high school students and can also be adapted for use with younger students. The 93 supplementary exercises involve games, role plays, reading and writing, drawing, brainstorming, group discussion, relaxation, tape recordings, photography, and other hands-on activities. The book examines important issues such as behavior management, assessment, motivation, and transfer and maintenance of skills.

Journal ArticleDOI
TL;DR: For example, this article found that the surface features of school mathematics are more similar than different when compared across cultures, and even classrooms in different cultures appear to resemble one another in many respects.
Abstract: It might at first glance seem misguided to study cultural differences in learning by focusing on schools. Indeed, the surface features of school mathematics are more similar than different when compared across cultures, and even classrooms in different cultures appear to resemble one another in many respects. Yet schooling is a cultural institution, and more detailed analysis reveals the subtle and pervasive effects of culture as it impinges on children's learning of school mathematics – in the curriculum, in the organization and functioning of the classroom, and in the beliefs and attitudes about learning mathematics that prevail among parents and teachers. In this chapter, we will present some of what we have learned about the classrooms in which children learn mathematics in Japan, Taiwan, and the United States. The decision to compare mathematics learning in Asian and American classrooms is, of course, not arbitrary. We have known for some time now that American secondary school students compare poorly on tests of mathematics achievement with students from many other countries, but especially with students from Japan (Husen, 1967; McKnight and others, 1987; Travers and others, 1985). More recently, Asian-American differences in achievement have been found to exist as early as kindergarten and to be dramatic by the time children reach fifth grade. Stevenson, Lee, and Stigler (1986), for example, studied children from representative samples of fifth-grade classrooms in Sendai, Japan; Taipei, Taiwan; and Minneapolis, USA.

Journal ArticleDOI
TL;DR: The authors discusses potential barriers to implementing the regular education initiative with mildly handicapped adolescents in secondary schools and discusses a set of factors central to developing a workable partnership that is compatible with the intent and goals of the REI but that is also realistic in responding to the unique parameters of secondary schools.
Abstract: Discussions on the Regular Education Initiative (REI) have not addressed the significant differences that exist between the organizational structures, curricula, and other features of elementary and secondary schools. It is argued here that wholesale application of the REI to both elementary and secondary schools is a gross oversimplification of a complex problem. This article reviews potential barriers to implementing the REI with mildly handicapped adolescents in secondary schools and then discusses a set of factors central to developing a workable partnership that is compatible with the intent and goals of the REI but that is also realistic in responding to the unique parameters of secondary schools.

Journal ArticleDOI
TL;DR: In this paper, the authors report the results of a questionnaire survey of how the teaching practicum is conducted in U.S. graduate TESOL programs and the objectives of the practicum, the kinds of training experiences and activities employed, and how the practiceicum is implemented.
Abstract: This article reports the results of a questionnaire survey of how the teaching practicum is conducted in U.S. graduate TESOL programs. Information was sought on the objectives of the practicum, the kinds of training experiences and activities employed, and how the practicum is implemented. The results are discussed with reference to key issues in the field of practice teaching in TESOL. The Directory of Professional Preparation Programs in TESOL in the United States (Frank-McNeil, 1986) lists 120 institutions that have programs leading to a master's degree. These programs typically offer a wide range of courses serving a diverse student population. Some lead to certification so that graduates may teach in public schools; other programs have a particular specialization, such as bilingual education, adult education, or teaching English overseas. Most attempt to achieve their goals through offering a balanced curriculum emphasizing both theory and practice. However, theory sometimes wins out over practice. In a survey of American MA TESOL graduates working in Japan (Richards & Hino, 1983), the most frequently studied courses in MA TESOL programs were phonology, transformational grammar, structural linguistics, second language acquisition, first language acquisition, and contrastive analysis. In the same survey respondents reported that the courses they found to be most useful in view of the professional demands made on them as practicing language teachers were practice teaching, classroom management, second language acquisition, materials writing and adaptation, method analysis, and phonology. In most MA TESOL programs, the practice teaching course, or practicum, is the major opportunity for the student teacher to acquire the practical skills and knowledge needed to function as an effective language teacher. Yet there is little research or literature in

Book
01 Jan 1988
Abstract: Acknowledgements. Introduction. 1 Some Educational Implications of Children's Fantasy. 2 The Domestication of the sauvage mind 3 The Story Form and the Organization of Meaning. 4 Some Further Characteristics of Mythic Understanding. 5 Cultural Recapitulation: Some Comments on Theory 6 A Curriculum for Primary Education 7 A Framework for Primary Teaching. Conclusion. Notes. Bibliography. Index.

Journal Article
TL;DR: In addition to definitional confusion, the use of direct instruction procedures-whatever they may behas become a volatile issue in reading education as mentioned in this paper, and some have suggested that it has no place in a reading and language arts curriculum; conversely, proponents of direct Instruction tend to overgeneralize its applications and fail to delimit its usefulness.
Abstract: classroom conditions related to high levels of student achievement. In addition to definitional confusion, the use of direct instruction procedures-whatever they may behas become a volatile issue in reading education. Critics of direct instruction have suggested that it has no place in a reading and language arts curriculum; conversely, proponents of direct instruction tend to overgeneralize its applications and fail to delimit its usefulness.

Book
01 Jan 1988
TL;DR: This article introduced prospective and practicing English teachers to current methods of teaching literature in middle and high school classrooms and highlighted the value of providing students with a range of different critical approaches and tools for interpreting texts, emphasizing the need to organize literature instruction around topics and issues of interest to today's adolescents.
Abstract: Now in its fourth edition, this popular textbook introduces prospective and practicing English teachers to current methods of teaching literature in middle and high school classrooms. This new edition broadens its focus to cover important topics such as critical race theory; perspectives on teaching fiction, nonfiction, and drama; the integration of digital literacy; and teacher research for ongoing learning and professional development. It underscores the value of providing students with a range of different critical approaches and tools for interpreting texts. It also addresses the need to organize literature instruction around topics and issues of interest to today’s adolescents. By using authentic dilemmas and contemporary issues, the authors encourage preservice English teachers and their instructors to raise and explore inquiry-based questions that center on the teaching of a variety of literary texts, both classic and contemporary, traditional and digital. New to the Fourth Edition: Expanded attention to digital tools, multimodal learning, and teaching online New examples of teaching contemporary texts Expanded discussion and illustration of formative assessment Revised response activities for incorporating young adult literature into the literature curriculum Real-world examples of student work to illustrate how students respond to the suggested strategies Extended focus on infusing multicultural and diverse literature in the classroom Each chapter is organized around specific questions that preservice teachers consistently raise as they prepare to become English language arts teachers. The authors model critical inquiry throughout the text by offering authentic case narratives that raise important considerations of both theory and practice. A companion website, a favorite of English education instructors, http://teachingliterature.pbworks.com, provides resources and enrichment activities, inviting teachers to consider important issues in the context of their current or future classrooms.