NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
In Support of the Cognitive-Developmental Approach to Moral Education: A Response to David Carr
Peer reviewed Peer reviewed
Direct linkDirect link
Richmond, Aaron; Cummings, Rhoda – Journal of Moral Education, 2004
David Carr (2002) has argued against the use of developmental theories as a basis for curriculum development in moral education. Although we find common ground with some aspects of Carr's arguments, we disagree with several of his criticisms of the cognitive-developmental approach to moral education. He confuses romantic ideology (as espoused by…
Descriptors: Ethical Instruction, Ideology, Curriculum Development, Moral Development
Ideological Dichotomies and Practical Realities in Educational Reform.
Peer reviewed Peer reviewed
Bredo, Eric – Urban Review, 1989
Examines the effects of educational reforms and how one-sided reform ideologies, which provide little practical guidance, were reinterpreted and modified by principals and teachers. Uses a multilevel case study to analyze the relations between ideology and practice using functional, conflict, and loose-coupling theories. (FMW)
Descriptors: Administrator Role, Case Studies, Change Strategies, Curriculum Development
The Effects of Policy Marginalization on the Implementation of a Curriculum Innovation: A Case Study of the Implementation of Education with Production in Zimbabwe.
Peer reviewed Peer reviewed
Nhundu, Tichatonga J. – Journal of Curriculum Studies, 1997
Reports on the implementation of the education with production (EWP) curriculum reform 13 years after its implementation in eight pilot schools in Zimbabwe. EWP attempted to foster socialist principles, redress colonial mentality, and inculcate industrial and technical skills. Poor planning, political interference, and lack of support hurt the…
Descriptors: African Culture, Colonialism, Comparative Education, Curriculum Development
Teacher Conceptions of History Revisited: Ideology, Curriculum, and Student Belief.
Peer reviewed Peer reviewed
Evans, Ronald W. – Theory and Research in Social Education, 1990
Investigates how secondary history teachers' conceptions of history (typology) influences classroom practices. Interviews five teachers, representing five typologies, and their students, and observes classroom techniques. Suggests impact of teacher conceptions varies, finding only one of five typologies profoundly influencing students. Sees…
Descriptors: Beliefs, Citizenship Education, Classroom Observation Techniques, Critical Thinking
Class, Race, and Gender and the Construction of Post-Secondary Curricula in the United States: Social Movement, Professionalization, and Political Economic Theories of Curricular Change.
Peer reviewed Peer reviewed
Slaughter, Sheila – Journal of Curriculum Studies, 1997
Challenges the current belief that post-secondary curricula is defined by faculty and institutions in response to demographic shifts. Maintains that a complex interweaving of social movements, class structures, political, and economic forces influences the adaptation and implementation of curricula. Criticizes the establishment and the recognition…
Descriptors: Consciousness Raising, Curriculum Development, Educational Change, Educational Development
Curriculum: Context, Conflict and Change in Black South African Education.
Jansen, Jonathan D. – 1987
This curriculum analysis of black South African education considers conflict and change in historical, contemporary, and postapartheid contexts. Part 1, "The Historical Context," interprets curriculum evolution, beginning with the evangelical curriculum for slaves in 1658 and concluding with formalization of racism in the apartheid…
Descriptors: Black Education, Cultural Context, Culture Conflict, Curriculum Development