東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A case study of curriculum controver...

Fore, Linda Compton.

Linked to FindBook

Google Book

Amazon

博客來

A case study of curriculum controversy: The Virginia Standards of Learning for History and the Social Sciences.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A case study of curriculum controversy: The Virginia Standards of Learning for History and the Social Sciences./
Author:	Fore, Linda Compton.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1996,
Description:	205 p.
Notes:	Source: Dissertation Abstracts International, Volume: 57-03, Section: A, page: 9960.
Contained By:	Dissertation Abstracts International57-03A.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9624184

A case study of curriculum controversy: The Virginia Standards of Learning for History and the Social Sciences.
Fore, Linda Compton.

A case study of curriculum controversy: The Virginia Standards of Learning for History and the Social Sciences. - Ann Arbor : ProQuest Dissertations & Theses, 1996 - 205 p.

Source: Dissertation Abstracts International, Volume: 57-03, Section: A, page: 9960.

Thesis (Ph.D.)--Virginia Polytechnic Institute and State University, 1996.

Curriculum-making is a political exercise in which various groups in a society struggle over whose knowledge and values will be perpetuated through the school curriculum. As such, curriculum-making sometimes creates controversy. Controversy often accompanies the development of social studies curriculum because the purpose of social studies education is the preparation of the young for citizenship. Individuals disagree over what characteristics define the good citizen, as well as what knowledge and skills are necessary for effective citizenship. This study examines the political dimensions of social studies curriculum-making in the controversy surrounding the development of the Virginia Standards of Learning for History and the Social Sciences.Subjects--Topical Terms:

684418
Curriculum development.

A case study of curriculum controversy: The Virginia Standards of Learning for History and the Social Sciences.
LDR:03580nmm a2200313 4500 001 2124497
005 20171030105242.5
008 180830s1996 ||||||||||||||||| ||eng d
035 $a (MiAaPQ)AAI9624184
035 $a AAI9624184
040 $a MiAaPQ $c MiAaPQ
100 1 $a Fore, Linda Compton. $3 3286501
245 1 2 $a A case study of curriculum controversy: The Virginia Standards of Learning for History and the Social Sciences.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1996
300 $a 205 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-03, Section: A, page: 9960.
500 $a Chairperson: Melanie J. Biermann.
502 $a Thesis (Ph.D.)--Virginia Polytechnic Institute and State University, 1996.
520 $a Curriculum-making is a political exercise in which various groups in a society struggle over whose knowledge and values will be perpetuated through the school curriculum. As such, curriculum-making sometimes creates controversy. Controversy often accompanies the development of social studies curriculum because the purpose of social studies education is the preparation of the young for citizenship. Individuals disagree over what characteristics define the good citizen, as well as what knowledge and skills are necessary for effective citizenship. This study examines the political dimensions of social studies curriculum-making in the controversy surrounding the development of the Virginia Standards of Learning for History and the Social Sciences.
520 $a Using historical and qualitative methodology, the researcher collected and analyzed data from public documents, meetings of the Virginia Board of Education and its Advisory and Editing Committees, news articles, and transcripts from semi-structured interviews with eight key participants in the development of the social studies Standards of Learning. Analyses of these data sources showed that two primary groups struggled over control of the process of developing the standards, Governor Allen's education team and the professional social studies community under the leadership of the Virginia Consortium of Social Studies Specialists and College Educators. A third important force in the debate was the Virginia Board of Education, from which a small group of its members authored the final standards document.
520 $a Further, this study showed two contextual influences on the Virginia social studies standards. The first was the Reagan rhetoric on academic crisis and educational reform through the establishment of tougher academic standards based on the traditional curriculum. The second was the recent controversy in Virginia over outcomes-based education. These two contextual influences combined to create a distrust of professional expertise.
520 $a Three reciprocally related themes emerged from the data. Participants used power, rhetoric, and ideology to define the boundaries of the debate, control the process, name who could participate, and determine the outcome of the development process. Disagreements between the two major sides in the debate involved ideological differences over the nature of knowledge and learning and the nature of social studies education. There were also ideological differences among major participants over social issues like civil rights, gender issues, religion, and religious conflicts.
590 $a School code: 0247.
650 4 $a Curriculum development. $3 684418
650 4 $a Social sciences education. $3 2144735
690 $a 0727
690 $a 0534
710 2 $a Virginia Polytechnic Institute and State University. $3 1017496
773 0 $t Dissertation Abstracts International $g 57-03A.
790 $a 0247
791 $a Ph.D.
792 $a 1996
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9624184