Conceptions of Curriculum History
Bibliographic Data
| ID | 12009804 |
|---|---|
| Authors | J Stephen Hazlett (The University of Texas at Austin, corresponding author) |
| Year | 1979 |
| Volume | 9 |
| Issue | 2 |
| Pages | 129-135 |
| Publication date | 1979-06-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Curriculum Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 0362-6784 • E-ISSN: 1467-873X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03626784.1979.11075600 |
| OpenAlex | W2316415651 |
| Language | EN |
| Citations received | 3 |
| References cited | 5 |
In sampling the literature on curriculum, one finds the assertion that curriculum workers are an ahistorical lot. With varying degrees of emphasis, a number of authors have made this point, including Herbert Kliebard, Mary Louise Seguel, Dwayne Huebner, Arno Bellack, B. 0. Smith, 0. L. Davis, Jr., and Barry Franklin.' The assertion sometimes takes the form of a plaint accompanied by the hope for remedy. The formation of the Society for the Study of Curriculum History presumably attests to the seriousness of the concern and to the intent to take positive action
Action (physics · Assertion · Curriculum · Curriculum development · Curriculum theory · Epistemology · Pedagogy · Point (geometry · Seriousness · Sociology · Computer Science · Educator Training and Historical Pedagogy · Mathematics · Philosophy
| Citations per year | 0.07 |
|---|---|
| Citation span | 1982 - 1999 (18) |
| Highly cited | No |