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THE EMERGENCE OF THE PROFESSIONAL CU...

NOONAN, RICHARD BERNARD.

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THE EMERGENCE OF THE PROFESSIONAL CURRICULUM SPECIALIST: A HISTORICAL INTERPRETATION OF THE SOCIETY FOR CURRICULUM STUDY.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	THE EMERGENCE OF THE PROFESSIONAL CURRICULUM SPECIALIST: A HISTORICAL INTERPRETATION OF THE SOCIETY FOR CURRICULUM STUDY./
作者:	NOONAN, RICHARD BERNARD.
面頁冊數:	156 p.
附註:	Source: Dissertation Abstracts International, Volume: 46-01, Section: A, page: 8700.
Contained By:	Dissertation Abstracts International46-01A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8505406

THE EMERGENCE OF THE PROFESSIONAL CURRICULUM SPECIALIST: A HISTORICAL INTERPRETATION OF THE SOCIETY FOR CURRICULUM STUDY.
NOONAN, RICHARD BERNARD.

THE EMERGENCE OF THE PROFESSIONAL CURRICULUM SPECIALIST: A HISTORICAL INTERPRETATION OF THE SOCIETY FOR CURRICULUM STUDY. - 156 p.

Source: Dissertation Abstracts International, Volume: 46-01, Section: A, page: 8700.

Thesis (Educat.D.)--Teachers College, Columbia University, 1984.

This study concerns itself with the first professional organization of specialists in "curriculum-making", the Society for Curriculum Study (1929-1943). Five broad questions serve to provide a framework for the study: (1) What role did the Society play in shaping curriculum theory and practice?, (2) Did the actions of the Society have the effect of narrowing or expanding approaches to curriculum theorizing and practice?, (3) How were the emergence and actions of the Society determined by the broader web of social and cultural circumstances?, (4) How was the agenda of educational reform advanced by the Society reflective of a social philosophy embraced by the membership?, (5) What part did the activities of the Society play in helping to secure the predominant technocratic conventions of curriculum work? Conversely, what role did the Society play in challenging the ascendance of these technocratic orthodoxies?Subjects--Topical Terms:

599244
Education, History of.

THE EMERGENCE OF THE PROFESSIONAL CURRICULUM SPECIALIST: A HISTORICAL INTERPRETATION OF THE SOCIETY FOR CURRICULUM STUDY.
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500 $a Source: Dissertation Abstracts International, Volume: 46-01, Section: A, page: 8700.
502 $a Thesis (Educat.D.)--Teachers College, Columbia University, 1984.
520 $a This study concerns itself with the first professional organization of specialists in "curriculum-making", the Society for Curriculum Study (1929-1943). Five broad questions serve to provide a framework for the study: (1) What role did the Society play in shaping curriculum theory and practice?, (2) Did the actions of the Society have the effect of narrowing or expanding approaches to curriculum theorizing and practice?, (3) How were the emergence and actions of the Society determined by the broader web of social and cultural circumstances?, (4) How was the agenda of educational reform advanced by the Society reflective of a social philosophy embraced by the membership?, (5) What part did the activities of the Society play in helping to secure the predominant technocratic conventions of curriculum work? Conversely, what role did the Society play in challenging the ascendance of these technocratic orthodoxies?
520 $a A representative collection of the social views, political thoughts, and educational ideals of members of the Society is presented and analyzed. The formation of the Society is situated in the movement to professionalize social authority in American life. The reciprocal relationship between the membership's vision of social and educational reform (an ideal of "social and educational reconstruction") is examined. The curricular and educational changes promoted by the majority of Society members are interpreted as drawing their inspiration from the principles of scientific-management. Attention is drawn to the relationship between the theoretical formulations of the majority faction within the Society and several widely criticized practices in the curriculum arena. Conceptualizations of curriculum formation and educational leadership that opposed the predominant technocratic tradition, and were offered by dissenting voices within the Society, are described and assessed.
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