TY  - BOOK
AU  - McKernan,James
TI  - Curriculum and imagination: process theory, pedagogy and action research 
SN  - 0415413389
AV  - LB2806.15 .M393 2008
PY  - 2008///
CY  - London, New York
PB  - Routledge
KW  - Curriculum planning
KW  - Action research
KW  - Critical pedagogy
N1  - Includes bibliographical references (pages [218]-236) and index; ACKNOWLEDGEMENTS?..ix; PREFACE? ..x; PART ONE; CURRICULUM: THE THEORETIC DOMAIN; CHAPTER 1: CURRICULUM AND ITS IDEOLOGICAL CONCEPTIONS?1; Culture and Curriculum; Some Definitions of Curriculum; Curriculum as a Social Practice; The Lost Democratic Ideal of School-Based Curriculum Development; The Objectives Model and Technical Rationality; Deliberation and Curriculum; Conceptions of Curriculum; Six Curriculum Ideologies; Curriculum Development; Imagination; Conclusions; CHAPTER 2: CURRICULUM, QUALITY AND FREEDOM?.. 67; The Public Curriculum; Quality as a Concept in Education; Constraints on Quality; Lack of Freedom and Planning: State versus the Reflective Practitioner; The Need for a Schools Council for Curriculum and Examinations; The Cult of Inefficiency and Teacher Education; Academic Freedom and Curriculum Development; Patriotic Correctness and the University; The Essence of Freedom; Recommendations; Conclusions; CHAPTER 3: CURRICULUM DESIGN AND THEORIZING?.102; Sources of Objectives; Curriculum Theorizing; Curriculum Perspectives; Some Curricular Design Models; The National Curriculum Notion; Roots of the Objectives Model in America; CHAPTER 4: SOME LIMITATIONS OF THE OBJECTIVES MODEL IN; CURRICULUM ?133; Some Criticisms of Educational Objectives; Standards and Curriculum; Concluding Comments on Objectives; CHAPTER 5: A PROCESS INQUIRY MODEL FOR CURRICULUM?..157; The Process-Inquiry Model; Rationale for a Process Model; Which Rationality? Technical, or Practical?; Principles for the Selection of Content; Elements in the Process-Inquiry Theory; The Concept of Education; Criteria for Education; Towards the Development of Situational Understanding; Concluding Comments; PART TWO; DEMOCRATIC PEDAGOGY: THE PRACTICAL; CHAPTER 6: THE TEACHER AS RESEARCHER: ACTION RESEARCH AS; THE BASIS FOR PROFESSIONAL DEVELOPMENT?202; Education as a Profession; Constraints on Action Research in Schools and Colleges; Conclusions; CHAPTER 7: ACTION RESEARCH AND PHILOSOPHY: ORIGINS; NATURE AND CONDUCT OF INQUIRY?.230; Theoretical Origins of Action Research; Field Theory and Action Research; School Improvements and Practical Action Research 1950-; Critical Theory and Action Research; Action Inquiry, Rightful Intention and Human Action; Critical Realism as a Base; The Conduct of Action Research: Towards Situational Understanding; Some Action Research Methods; CHAPTER 8: THE ACTION RESEARCH SEMINAR AND; DEMOCRATIC; PEDAGOGY?.264; The Action Research Seminar; Features of the Action Research/Inquiry Seminar; Principles of Procedure for the Seminar; Principles of Procedure for Discussion Pedagogy; The Activities of Action Research: A Structure for the Seminar; Principles of Procedure for Chairing the Action Inquiry Seminar; Some Research Evidence; CHAPTER 9: CONTROVERSIAL ISSUES, EVIDENCE AND PEDAGOGY?286; Towards a Pedagogy for Controversial Issues; Value Issues and Procedural Neutrality; The Action Inquiry Seminar; Pedagogical Procedures; The Value-Neutral/Impartial Chairperson; Principles of Procedure; The Role of the Teacher on Controversial Value Issues; CHAPTER 10: ETHICS, INQUIRY AND PRACTICAL REASON; TOWARDS AN IMPROVED PEDAGOGY?.302; Towards a Constructivist Critical Pedagogy; I.	Ethics; II.	Inquiry; Some Principles of Procedure; Curriculum Selection Principles; Ethics and Teaching; Ethical Principles of Procedure; Imagination and Creativity; The Poverty Curriculum Project; Aim of Unit; Principles of Procedure: Criteria for Teachers; Teacher Strategy; III.	Practical Reason; Peter Abelard; PART THREE; TEACHER VALUES AND TEACHER EDUCATION; CHAPTER 11: TEACHERS? HUMAN VALUES AND; IDEOLOGIES?..334; The Nature of Values and the Value Survey Instrument; The Value Survey; Theoretical Assumptions: Expectations and Hypotheses; The Six Ideologies and Cumulative Indexes; The Educational Ideology; The Caring Ideology; The Religious Ideology; The Political Ideology; The Social Ideology; The Personal Ideology; Overall Results for National Groups; Values and Teaching; Results in Perspective; PART FOUR; CURRICULUM AND EVALUATION: THE CRITICAL DOMAIN; CHAPTER 12: THE COUNTENANCE OF EVALUATION AND THE; SPECIAL PLACE OF ACTION RESEARCH?.372; The Nature of Evaluation as Professional Judgement; The Political Nature of Evaluation; Curriculum Programme Evaluation; Curriculum Research; Teacher Appraisal; Teacher Self Evaluation; Student Assessment; Action Research and Evaluation; Accountability; Schools as Critical Democratic Communities of Learning; Concluding Comments; REFERENCES; AUTHOR INDEX; SUBJECT INDEX
ER  -