Conflicting Approaches to Curriculum
Recognizing How Fundamental Beliefs Can Sustain or Sabotage School Reform
Bibliographic Data
| ID | 11258334 |
|---|---|
| Authors | Bethany Rogers (0000-0001-5333-7609, New York University, corresponding author) |
| Year | 1999 |
| Volume | 74 |
| Issue | 1 |
| Pages | 29-67 |
| Publication date | 1999-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Peabody Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-956X • E-ISSN: 1532-7930 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1207/s15327930pje7401_3 |
| OpenAlex | W2029930884 |
| Language | EN |
| Citations received | 2 |
| References cited | 9 |
As the history of education testifies, reforming America's schools is and has been a staggeringly complex endeavor. One reason is that there are numerous different aspects of schooling-curriculum, professional development, assessment, and so forth-all of which are interrelated and all of which demand attention. Another challenge lies in the fact that many of the practices of schooling that reformers seek to change, as well as reformers' own prescriptions for change, are a matter of deeply held personal convictions. These convictions involve our most basic beliefs about educa
Curriculum · Curriculum development · Pedagogy · Political science · Public relations · Sociology · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Religious Education and Schools
| Citations per year | 0.08 |
|---|---|
| Citation span | 2002 - 2005 (4) |
| Highly cited | No |