Nancy R King
Biographic Data
| ID | 1584444 |
|---|---|
| NAME | Nancy R King |
| GIVEN NAMES | Nancy R |
| FAMILY NAME | King |
| SIGNATURE | KING N R |
| AFFILIATIONS | University of Maryland, College Park |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 28 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 1990 |
| H-INDEX | 2 |
Myth, Metaphor, Memory: Archeology of the Self
Myths and tales are a rich and powerful source of wisdom and comfort which can be used to nourish and stimulate imagery and expression of students' inner world experience within the frame-work of higher education. This article examines symbolic learning and creative expression in the form of theory, course development, and case examples. Our outward-oriented consciousness, addressed to the demands of the day, may lose touch with these inward forc…
Recontextualizing the curriculum
When the curriculum is viewed as an event, its essence cannot be captured in or equated with a lesson plan or a curriculum guide. Rather, the curriculum is what happens when the lesson plan becomes the basis for a classroom activity. The interactions of classroom participants with the material environment, skills and ideas, and each other are all aspects of what comes to be labeled the curriculum. While care must be taken not to overstate the
School Uses of Materials Traditionally Associated with Children's Play
Work and Its Representations
WORK AND ITS REPRESENTATIONS Nancy R. King Nancy R. King College of Education College ParkMaryland 20742. USA Search for other works by this author on: Oxford Academic Google Scholar History Workshop Journal, Volume 13, Issue 1, Spring 1982, Pages 186–187, https://doi.org/10.1093/hwj/13.1.186 Published: 01 March 1982
What Do Schools Teach
One of the least attractive arguments in recent years has been that schools are relatively unexciting, boring, or what have you, because of mindlessness (Silberman 1970). The argument has it that schools covertly teach all those things that humanistic critics of schools so like to write and talk about-behavioral consensus, institutional rather than personal goals and norms, alienation from one's products, etc.-and that they do so because teachers…
What Do Schools Teach
One of the least attractive arguments in recent years has been that schools are relatively unexciting, boring, or what have you, because of mindlessness (Silberman 1970). The argument has it that schools covertly teach all those things that humanistic critics of schools so like to write and talk about-behavioral consensus, institutional rather than personal goals and norms, alienation from one's products, etc.-and that they do so because teachers…
Recontextualizing the curriculum
When the curriculum is viewed as an event, its essence cannot be captured in or equated with a lesson plan or a curriculum guide. Rather, the curriculum is what happens when the lesson plan becomes the basis for a classroom activity. The interactions of classroom participants with the material environment, skills and ideas, and each other are all aspects of what comes to be labeled the curriculum. While care must be taken not to overstate the
What Do Schools Teach
One of the least attractive arguments in recent years has been that schools are relatively unexciting, boring, or what have you, because of mindlessness (Silberman 1970). The argument has it that schools covertly teach all those things that humanistic critics of schools so like to write and talk about-behavioral consensus, institutional rather than personal goals and norms, alienation from one's products, etc.-and that they do so because teachers…
School Uses of Materials Traditionally Associated with Children's Play
Work and Its Representations
WORK AND ITS REPRESENTATIONS Nancy R. King Nancy R. King College of Education College ParkMaryland 20742. USA Search for other works by this author on: Oxford Academic Google Scholar History Workshop Journal, Volume 13, Issue 1, Spring 1982, Pages 186–187, https://doi.org/10.1093/hwj/13.1.186 Published: 01 March 1982
Recontextualizing the curriculum
When the curriculum is viewed as an event, its essence cannot be captured in or equated with a lesson plan or a curriculum guide. Rather, the curriculum is what happens when the lesson plan becomes the basis for a classroom activity. The interactions of classroom participants with the material environment, skills and ideas, and each other are all aspects of what comes to be labeled the curriculum. While care must be taken not to overstate the
Myth, Metaphor, Memory: Archeology of the Self
Myths and tales are a rich and powerful source of wisdom and comfort which can be used to nourish and stimulate imagery and expression of students' inner world experience within the frame-work of higher education. This article examines symbolic learning and creative expression in the form of theory, course development, and case examples. Our outward-oriented consciousness, addressed to the demands of the day, may lose touch with these inward forc…
Sociology (5 works) · Psychology (4 works) · Pedagogy (3 works) · Computer Science (2 works) · Curriculum (2 works) · Educator Training and Historical Pedagogy (2 works) · Epistemology (2 works) · Mathematics education (2 works) · Aesthetics (1 works) · Alienation (1 works)