James G Henderson
Biographic Data
| ID | 1606118 |
|---|---|
| NAME | James G Henderson |
| GIVEN NAMES | James G |
| FAMILY NAME | Henderson |
| SIGNATURE | HENDERSON J G |
| AFFILIATIONS | Kent State University |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1954 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 2 |
Reconceptualizing Professional Development for Curriculum Leadership
Almost a hundred years ago, John Dewey clarified the relationship between democracy and education. However, the enactment of a ‘deeply democratic’ educational practice has proven elusive throughout the ensuing century, overridden by managerial approaches to schooling young people and to the standardized, technical preparation and professional development of teachers and educational leaders. A powerful counter‐narrative to this ‘standardized manag…
A Response to “ Currere and Disciplinarity in Curriculum Studies
Curriculum Work at the Intersection of Pragmatic Inquiry, Deliberation, and Fidelity
Deepening Democratic Curriculum Work
The longstanding argument between advocates of curriculum development and critical curriculum studies is examined from the perspective of democratic inquiry artistry. From this alternative vantage point, both advocacies possess certain strengths and limitations. A map of democratic inquiry artistry has been created to capitalize on the strengths of each position and to deepen democratic curriculum work. This map—an eclectic adaptation of seven an…
Curriculum discourse and the question of empowerment
Theory into practice: Isn't this phrase just another way of saying educational practice? Or does it suggest something else? To many who began formal study of American curriculum in early part of 20th century, this phrase evoked a technocratic fantasy in which technically trained experts [would] rule by virtue of their specialized knowledge and position in dominant political and economic institutions (Fischer, 1990, p. 17). Highly trained curricul…
Positioned Reflective Practice
The normative concept of positioned re flective practice is introduced by first pro viding a brief interpretive analysis of the relationship between language and meaning. Three discursive achieve ments associated with positioned reflec tive practice are identified and exemplified, and the application of this inquiry approach to preservice teacher education is discussed
Commentary on Peterson and Eisner
A Curriculum Response to the Knowledge Base Reform Movement
Shulman's reform proposal for teaching and teacher education, which is built on a knowledge-base assumption, is cri tiqued with reference to selected curric ulum guidelines and their application to a preservice seminar on reflective pro fessional development. The author argues that no model or language of teaching should be taught without due respect for students' assessments con cerning their professional growth, with out due consideration of ou…
From School to University
Reconceptualizing Professional Development for Curriculum Leadership
Almost a hundred years ago, John Dewey clarified the relationship between democracy and education. However, the enactment of a ‘deeply democratic’ educational practice has proven elusive throughout the ensuing century, overridden by managerial approaches to schooling young people and to the standardized, technical preparation and professional development of teachers and educational leaders. A powerful counter‐narrative to this ‘standardized manag…
A Curriculum Response to the Knowledge Base Reform Movement
Shulman's reform proposal for teaching and teacher education, which is built on a knowledge-base assumption, is cri tiqued with reference to selected curric ulum guidelines and their application to a preservice seminar on reflective pro fessional development. The author argues that no model or language of teaching should be taught without due respect for students' assessments con cerning their professional growth, with out due consideration of ou…
Deepening Democratic Curriculum Work
The longstanding argument between advocates of curriculum development and critical curriculum studies is examined from the perspective of democratic inquiry artistry. From this alternative vantage point, both advocacies possess certain strengths and limitations. A map of democratic inquiry artistry has been created to capitalize on the strengths of each position and to deepen democratic curriculum work. This map—an eclectic adaptation of seven an…
From School to University
Commentary on Peterson and Eisner
A Curriculum Response to the Knowledge Base Reform Movement
Shulman's reform proposal for teaching and teacher education, which is built on a knowledge-base assumption, is cri tiqued with reference to selected curric ulum guidelines and their application to a preservice seminar on reflective pro fessional development. The author argues that no model or language of teaching should be taught without due respect for students' assessments con cerning their professional growth, with out due consideration of ou…
Positioned Reflective Practice
The normative concept of positioned re flective practice is introduced by first pro viding a brief interpretive analysis of the relationship between language and meaning. Three discursive achieve ments associated with positioned reflec tive practice are identified and exemplified, and the application of this inquiry approach to preservice teacher education is discussed
Curriculum discourse and the question of empowerment
Theory into practice: Isn't this phrase just another way of saying educational practice? Or does it suggest something else? To many who began formal study of American curriculum in early part of 20th century, this phrase evoked a technocratic fantasy in which technically trained experts [would] rule by virtue of their specialized knowledge and position in dominant political and economic institutions (Fischer, 1990, p. 17). Highly trained curricul…
Deepening Democratic Curriculum Work
The longstanding argument between advocates of curriculum development and critical curriculum studies is examined from the perspective of democratic inquiry artistry. From this alternative vantage point, both advocacies possess certain strengths and limitations. A map of democratic inquiry artistry has been created to capitalize on the strengths of each position and to deepen democratic curriculum work. This map—an eclectic adaptation of seven an…
A Response to “ Currere and Disciplinarity in Curriculum Studies
Curriculum Work at the Intersection of Pragmatic Inquiry, Deliberation, and Fidelity
Reconceptualizing Professional Development for Curriculum Leadership
Almost a hundred years ago, John Dewey clarified the relationship between democracy and education. However, the enactment of a ‘deeply democratic’ educational practice has proven elusive throughout the ensuing century, overridden by managerial approaches to schooling young people and to the standardized, technical preparation and professional development of teachers and educational leaders. A powerful counter‐narrative to this ‘standardized manag…
Sociology (9 works) · Pedagogy (8 works) · Curriculum (7 works) · Psychology (6 works) · Mathematics education (5 works) · Political science (5 works) · Epistemology (4 works) · Law (4 works) · Engineering (3 works) · Engineering ethics (3 works)