As I used to be exploring the relationships between the conceptions of curriculum, their philosophical foundations and curricular designs, I used to be forming this interconnected internet of concepts. Within the visible illustration, blue represents conceptions of curriculum, purple represents philosophies, and inexperienced represents curricular designs. Pink areas symbolize the instructor’s function. Chances are you’ll obtain a bigger PDF model right here.
Please present any suggestions you’ve.
Al Mousa, N. (2013). An examination
of cad use in two inside design applications from the views of curriculum
and instructors, pp. 21-37 (Grasp’s Thesis).
of curriculum: A framework for understanding New Zealand’s Curriculum Framework
and academics’ opinions. Curriculum Issues, 2, 164-181.
philosophical shifts in vocational schooling: From realism to pragmatism and
reconstructionism. Journal of Vocational and Technical Schooling, 10(2),
37-45.
Up to date curriculum in thought and motion (7th ed.).
Hoboken, NJ: John Wiley. Pages 1, 3-14, 27-39, 52-60, 71-74.
Ornstein, A. C. (1990/1991). Philosophy as a
foundation for curriculum selections. The Excessive Faculty Journal, 74, 102-109.
Ornstein, A. C., & Hunkins, F. P. (2013).
Curriculum: Foundations, ideas, and points (6th ed.).
Boston, MA: Pearson. Learn Chapter 6, pp. 149-173.
Pratt, D. (1994). Curriculum
views. In D. Pratt, Curriculum planning: A handbook for professionals (pp.
8-22). Fort Value, TX: Harcourt Brace Faculty Writer.
An integrative introduction (third ed., pp. 37-61, 81-85,103-106). Higher Saddle
River, NJ: Pearson.
