000			05452nam a2200289 i 4500
008			061204s2008 enk b 001 0 eng
020			_a0415413389
020			_a978041541338
040			_aBAUN _beng _cBAUN _erda
049			_aBAUN_MERKEZ
050	0	4	_aLB2806.15 _b.M393 2008
082	0	0	_222
100	1		_aMcKernan, James
245	1	0	_aCurriculum and imagination : _bprocess theory, pedagogy and action research / _cJames McKernan
264		1	_aLondon ; _aNew York : _bRoutledge, _c2008.
300			_axviii, 240 pages ; _c24 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references (pages [218]-236) and index
505	0	0	_tACKNOWLEDGEMENTS?..ix _tPREFACE? ..x _tPART ONE _tCURRICULUM: THE THEORETIC DOMAIN _tCHAPTER 1: CURRICULUM AND ITS IDEOLOGICAL CONCEPTIONS?1 _tCulture and Curriculum _tSome Definitions of Curriculum _tCurriculum as a Social Practice _tThe Lost Democratic Ideal of School-Based Curriculum Development _tThe Objectives Model and Technical Rationality _tDeliberation and Curriculum _tConceptions of Curriculum _tSix Curriculum Ideologies _tCurriculum Development _tImagination _tConclusions _tCHAPTER 2: CURRICULUM, QUALITY AND FREEDOM?.. 67 _tThe Public Curriculum _tQuality as a Concept in Education _tConstraints on Quality _tLack of Freedom and Planning: State versus the Reflective Practitioner _tThe Need for a Schools Council for Curriculum and Examinations _tThe Cult of Inefficiency and Teacher Education _tAcademic Freedom and Curriculum Development _tPatriotic Correctness and the University _tThe Essence of Freedom _tRecommendations _tConclusions _tCHAPTER 3: CURRICULUM DESIGN AND THEORIZING?.102 _tSources of Objectives _tCurriculum Theorizing _tCurriculum Perspectives _tSome Curricular Design Models _tThe National Curriculum Notion _tRoots of the Objectives Model in America _tCHAPTER 4: SOME LIMITATIONS OF THE OBJECTIVES MODEL IN _tCURRICULUM ?133 _tSome Criticisms of Educational Objectives _tStandards and Curriculum _tConcluding Comments on Objectives _tCHAPTER 5: A PROCESS INQUIRY MODEL FOR CURRICULUM?..157 _tThe Process-Inquiry Model _tRationale for a Process Model _tWhich Rationality? Technical, or Practical? _tPrinciples for the Selection of Content _tElements in the Process-Inquiry Theory _tThe Concept of Education _tCriteria for Education _tTowards the Development of Situational Understanding _tConcluding Comments _tPART TWO _tDEMOCRATIC PEDAGOGY: THE PRACTICAL _tCHAPTER 6: THE TEACHER AS RESEARCHER: ACTION RESEARCH AS _tTHE BASIS FOR PROFESSIONAL DEVELOPMENT?202 _tEducation as a Profession _tConstraints on Action Research in Schools and Colleges _tConclusions _tCHAPTER 7: ACTION RESEARCH AND PHILOSOPHY: ORIGINS, _tNATURE AND CONDUCT OF INQUIRY?.230 _tTheoretical Origins of Action Research _tField Theory and Action Research _tSchool Improvements and Practical Action Research 1950- _tCritical Theory and Action Research _tAction Inquiry, Rightful Intention and Human Action _tCritical Realism as a Base _tThe Conduct of Action Research: Towards Situational Understanding _tSome Action Research Methods _t _tCHAPTER 8: THE ACTION RESEARCH SEMINAR AND _tDEMOCRATIC _tPEDAGOGY?.264 _tThe Action Research Seminar _tFeatures of the Action Research/Inquiry Seminar _tPrinciples of Procedure for the Seminar _tPrinciples of Procedure for Discussion Pedagogy _tThe Activities of Action Research: A Structure for the Seminar _tPrinciples of Procedure for Chairing the Action Inquiry Seminar _tSome Research Evidence _tCHAPTER 9: CONTROVERSIAL ISSUES, EVIDENCE AND PEDAGOGY?286 _tTowards a Pedagogy for Controversial Issues _tValue Issues and Procedural Neutrality _tThe Action Inquiry Seminar _tPedagogical Procedures _tThe Value-Neutral/Impartial Chairperson _tPrinciples of Procedure _tThe Role of the Teacher on Controversial Value Issues _tCHAPTER 10: ETHICS, INQUIRY AND PRACTICAL REASON: _tTOWARDS AN IMPROVED PEDAGOGY?.302 _tTowards a Constructivist Critical Pedagogy _tI. Ethics _tII. Inquiry _tSome Principles of Procedure _tCurriculum Selection Principles _tEthics and Teaching _tEthical Principles of Procedure _tImagination and Creativity _tThe Poverty Curriculum Project _tAim of Unit _tPrinciples of Procedure: Criteria for Teachers _tTeacher Strategy _tIII. Practical Reason _tPeter Abelard _tPART THREE _tTEACHER VALUES AND TEACHER EDUCATION _tCHAPTER 11: TEACHERS? HUMAN VALUES AND _tIDEOLOGIES?..334 _tThe Nature of Values and the Value Survey Instrument _tThe Value Survey _tTheoretical Assumptions: Expectations and Hypotheses _tThe Six Ideologies and Cumulative Indexes _tThe Educational Ideology _tThe Caring Ideology _tThe Religious Ideology _tThe Political Ideology _tThe Social Ideology _tThe Personal Ideology _tOverall Results for National Groups _tValues and Teaching _tResults in Perspective _tPART FOUR _tCURRICULUM AND EVALUATION: THE CRITICAL DOMAIN _tCHAPTER 12: THE COUNTENANCE OF EVALUATION AND THE _tSPECIAL PLACE OF ACTION RESEARCH?.372 _tThe Nature of Evaluation as Professional Judgement _tThe Political Nature of Evaluation _tCurriculum Programme Evaluation _tCurriculum Research _tTeacher Appraisal _tTeacher Self Evaluation _tStudent Assessment _tAction Research and Evaluation _tAccountability _tSchools as Critical Democratic Communities of Learning _tConcluding Comments _tREFERENCES _tAUTHOR INDEX _tSUBJECT INDEX
650		0	_aCurriculum planning
650		0	_aAction research
650		0	_aCritical pedagogy
900			_a25703
942			_2lcc _cKT
999			_c21027 _d21027