Bridging Educational Leadership, Curriculum Theory and Didaktik
Title | Bridging Educational Leadership, Curriculum Theory and Didaktik PDF eBook |
Author | Michael Uljens |
Publisher | Springer |
Total Pages | 474 |
Release | 2017-10-04 |
Genre | Education |
ISBN | 3319586505 |
This book is open access under a CC BY 4.0 license. This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research. Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of ‘globopolitanism’. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives.
Bridging Educational Leadership, Curriculum Theory and Didaktik
Title | Bridging Educational Leadership, Curriculum Theory and Didaktik PDF eBook |
Author | Michael Uljens |
Publisher | |
Total Pages | |
Release | 2017 |
Genre | Curriculums (Courses of study). |
ISBN | 9783319586496 |
Briding Educational Leadership, Curriculum Theory and Didaktik
Title | Briding Educational Leadership, Curriculum Theory and Didaktik PDF eBook |
Author | Michael Uljens |
Publisher | |
Total Pages | 474 |
Release | 2017 |
Genre | Education |
ISBN |
Annotation This book is open access under a CC BY 4.0 license.This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research.Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of 'globopolitanism'. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives.
Evidence-Based School Development in Changing Demographic Contexts
Title | Evidence-Based School Development in Changing Demographic Contexts PDF eBook |
Author | Rose M. Ylimaki |
Publisher | Springer Nature |
Total Pages | 185 |
Release | 2022 |
Genre | Comparative education |
ISBN | 3030768376 |
This Open Access book features a school development model (Arizona Initiative for Leadership Development and Research AZiLDR) that offers a roadmap for schools to navigate the complexities of continuous school development. Filled with processes that balance evidence-based values with democratic, culturally responsive values, this book offers strategies to mediate the tensions and to address school culture, context and values, leadership capacity, using data as a source of reflection, curricular and pedagogical activity, and strengths-based approaches to meeting the needs of culturally diverse students. You will find: - Active, reflective activities - Case studies illustrating each concept - The research base supporting each concept - Descriptions of processes from other contexts (South Carolina, Germany, Australia, Sweden) - Thoughts about next steps for contextually sensitive and multi-level school development - Suggestions for cross-national dialogue and research within the Zone of Uncertainty Use this ideal source to guide school leadership teams in creating productive schools that continually grow!
Out of the Dark
Title | Out of the Dark PDF eBook |
Author | Wendy Leigh Samford |
Publisher | Wipf and Stock Publishers |
Total Pages | 159 |
Release | 2016-07-12 |
Genre | Philosophy |
ISBN | 1498281168 |
Out of the Dark is a call for teacher leaders to take a stand against the current neoliberal take over of our educational system today. This book investigates where this political power hold began, theorizes why is it so hard for us to change what is happening, and then explores theory into practice for supporting the development of a democratic curriculum. Out of the Dark highlights example schools in various states that are fighting the monopoly of standardization by implementing their own version of visionary democratic education. This book is purposefully heavy on references as to encourage teachers to become curriculum leaders through research and complicated conversation that they have with themselves and with each other. It is time to stand together against the over utilization and magnified importance of standardized testing in our educational system in the United States. The time is now to envision a democratic education based on an eclectic compilation of curriculum theory and fight for the significant educational contribution of our own professional wisdom, prompting democratic empowerment for our students.
Teaching As A Reflective Practice
Title | Teaching As A Reflective Practice PDF eBook |
Author | Ian Westbury |
Publisher | Routledge |
Total Pages | 342 |
Release | 2012-08-06 |
Genre | Education |
ISBN | 1136601716 |
This volume presents a mix of translations of classical and modern papers from the German Didaktik tradition, newly prepared essays by German scholars and practitioners writing from within the tradition, and interpretive essays by U.S. scholars. It brings this tradition, which virtually dominated German curricular thought and teacher education until the 1960s when American curriculum theory entered Germany--and which is now experiencing a renaissance--to the English-speaking world, where it has been essentially unknown. The intent is to capture in one volume the core (at least) of the tradition of Didaktik and to communicate its potential relevance to English-language curricularists and teacher educators. It introduces a theoretical tradition which, although very different in almost every respect from those we know, offers a set of approaches that suggest ways of thinking about problems of reflection on curricular and teaching praxis (the core focus of the tradition) which the editors believe are accessible to North American readers--with appropriate "translation." These ways of thinking and related praxis are very relevant to notions such as reflective teaching and the discourse on teachers as professionals. By raising the possibility that the "new" tradition of Didaktik can be highly suggestive for thinking through issues related to a number of central ideas within contemporary discourse--and for exploring the implications of these ideas for both teacher education and for a curriculum theory appropriate to these new contexts for theorizing, this book opens up a gold mine of theoretical and practical possibilities.
What Is Curriculum Theory?
Title | What Is Curriculum Theory? PDF eBook |
Author | William F. Pinar |
Publisher | Routledge |
Total Pages | 448 |
Release | 2012-03-22 |
Genre | Education |
ISBN | 1136860703 |
This primer for teachers (prospective and practicing) asks readers to question the historical present and their relation to it, and in so doing, to construct their own understandings of what it means to teach, to study, to become "educated" in the present moment. Curriculum theory is the scholarly effort – inspired by theory in the humanities, arts and interpretive social sciences – to understand the curriculum, defined here as "complicated conversation." Rather than the formulation of objectives to be evaluated by (especially standardized) tests, curriculum is communication informed by academic knowledge, and it is characterized by educational experience. Pinar recasts school reform as school deform in which educational institutions devolve into cram schools preparing for standardized exams, and traces the history of this catastrophe starting in 1950s. Changes in the Second Edition: Introduces Pinar’s formulation of allegories-of-the-present — a concept in which subjectivity, history, and society become articulated through the teacher’s participation in the complicated conversation that is the curriculum; features a new chapter on Weimar Germany (as an allegory of the present); includes new chapters on the future, and on the promises and risks of technology.