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The SAGE Handbook of Curriculum and Instruction
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The SAGE Handbook of Curriculum and Instruction


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Curriculum & Content | Education

July 2012 | 624 pages | SAGE Publications, Inc
The SAGE Handbook of Curriculum and Instruction emerges from a concept of curriculum and instruction as a diverse landscape defined and bounded by schools, school boards and their communities, policy, teacher education, and academic research.

Each contributing author was asked to comprehensively review the research literature in their assigned topic. These topics, however, are defined by practical places on the landscape e.g. schools and governmental policies for schools.

Key Features:

o Presents a different vision or reconceptualization of the field

o Provides a comprehensive and inclusive set of authors, ideas, and topics

o Takes a global rather than North American parochial approach

o Recognizes that curriculum and instruction is broader in scope than is suggested by university research and theory

o Reflects post-1992 changes in curriculum policy, practice and scholarship

o Represents a rethinking of how school subject matter areas are treated.

Teacher education is included in the Handbook with the intent of addressing the role and place of teacher education in bridging state and national curriculum policies and curriculum as enacted in classrooms.

 
Acknowledgments
F. Michael Connelly, Ming Fang He, JoAnn Phillion, Candace Schlein
Introduction
 
PART I. CURRICULUM IN PRACTICE
 
SECTION A: MAKING CURRICULUM
Benjamin Levin
1. Curriculum Policy and the Politics of What Should Be Learned in Schools
Michael Apple
2. Curriculum Planning: Content, Form,and the Politics of Accountability
Ian Westbury
3. Making Curricula: Why Do States Make Curricula, and How?
Zongyi Deng and Allan Luke
4. Subject Matter: Defining and Theorizing School Subjects
 
SECTION B: MANAGING CURRICULUM
Kevin G. Welner and Jeannie Oakes
5. Structuring Curriculum: Technical, Normative, and Political Considerations
Michael Fullan
6. Curriculum Implementation and Sustainability
Barbara Means
7. Technology's Role in Curriculum and Instruction
 
PART II. CURRICULUM IN CONTEXT
Allan Luke
Introductory Essay
 
SECTION C: DIVERSIFYING CURRICULUM
Gloria Ladson-Billings, Keffrelyn D. Brown
8. Curriculum and Cultural Diversity
Sonia Nieto, Patty Bode, Eugenie Kang, and John Raible
9. Identity, Community, and Diversity: Retheorizing Multicultural Curriculum for the Postmodern Era
Frederick Erickson with Rishi Bagrodia, Alison Cook-Sather, Manuel Espinoza, Susan Jurow, Jeffrey Shultz, and Joi Spencer
10. Students' Experience of School Curriculum: Everday Circumstances of Granting and Withholding Assent to Learn
Ming Fang He, JoAnn Phillion, Elaine Chan, and Shijing Xu
11. Immigrant Students' Experience of Curriculum
Mel Ainscow
12. Teaching for Diversity: The Next Big Challenge
 
SECTION D: TEACHING CURRICULUM
Marilyn Cochran-Smith and Kelly Demers
13. Teacher Education as a Bridge? Unpacking Curriculum Controversies
Cheryl J. Craig and Vicki Ross
14. Cultivating the Image of Teachers as Curriculum Makers
William Ayers, Therese Quinn, David Stovall, and Libby Scheiern
15. Teachers' Experience of Curriculum: Policy, Pedagogy, and Situation
 
SECTION E: INTERNATIONALIZING CURRICULUM
Donna Deyhle, Karen Swisher, Tracy Stevens, and Ruth Trinidad
16. Indigenous Resistance and Renewal: From Colonizing Practices to Self-Determination
Kathryn Anderson-Levitt
17. Globalization and Curriculum
Joe Farrell
18. Community Education in Developing Countries: The Quiet Revolution in Schooling
 
PART III. CURRICULUM IN THEORY
William Schubert
Part III Introductory Essay
 
SECTION F: INQUIRING INTO CURRICULUM
William Schubert
19. Curriculum Inquiry
Edmund Short
20. Curriculum Policy Research
Robin Enns
21. Hidden Research in Curriculum
David T. Hansen, Rodino Anderson, Jeffrey Frank, and Kiera Nieuwejaar
22. Reenvisioning the Progressive Tradition in Curriculum
Barry Franklin, and Carla Johnson
23. What the Schools Teach: A Social History of the American Curriculum Since 1950
J. Wesley Null
24. Curriculum Development in Historical Perspective
William F. Pinar
25. Curriculum Theory Since 1950: Crisis, Reconceptualization, Internationalization
F. Michael Connelly, Shi Jing Xu
26. The Landscape of Curriculum and Instruction: Diversity and Continuity
 
Author Index
 
Subject Index
 
About the Editors
 
About the Part Editors
 
About the Consulting Authors
 
About the Contributing Authors

Sample Materials & Chapters

Introduction and Chapter 1

Chapter 1

Chapter 3

Chapter 5


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F. Michael Connelly

F. Michael Connelly is Professor Emeritus, and formerly Director, Centre for Teacher Development,  and Chair, Department of Curriculum, Ontario Institute for Studies in Education/University of Toronto (OISE/UT). He is Director of a Hong Kong Institute of Education/OISE/UT Doctoral Program, and a founder and editor of Curriculum Inquiry.  Professor Connelly was the recipient of the 1987 Outstanding Canadian Curriculum Scholar Award of the Canadian Society for the Study of Education, the 1991 Canadian Education Association Whitworth Award for Educational Research, the 1995 Ontario Confederation of University Faculty Associations... More About Author

Ming Fang He

Ming Fang He is an Associate Professor of Curriculum Studies at Georgia Southern University.  She received her Ph.D. from the Ontario Institute for Studies in Education of the University of Toronto at the Centre for Teacher Development with Michael Connelly. She taught English as a Foreign Language in P. R. China and English as a Second Language to immigrant adults and children in Toronto, Canada.  She currently advises doctoral students, directs doctoral dissertations, and teaches graduate courses in curriculum studies, multicultural education, and qualitative research methods.  Her preservice teacher education courses are... More About Author

JoAnn Phillion

JoAnn Phillion is Associate Professor in the Department of Curriculum and Instruction at Purdue University. She received her Ph.D. from the Ontario Institute for Studies in Education of the University of Toronto at the Centre for Teacher Development with Michael Connelly. She was awarded the AERA Division B Outstanding Dissertation Award in 2000. She is past Chair of Division B Equity Committee and member of AERA Affirmative Action Council. She is Editor of Curriculum Inquiry. Her research interests are in narrative approaches to multiculturalism, teacher knowledge, and teacher education. She teaches graduate courses in curriculum theory... More About Author

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