ECI 730 - Paradigms of Curriculum Research

730 – Paradigms for Research in Curriculum & Instruction

Fall, 2013

Course and Instructor Information

Instructor: Jeff Bloom

Office: EEB 143

Office Hours: TTTh 1:00 pm—2:00 pm & 3:45 pm—4:30 pm W 12:00 pm—2:30pm

Class Times: Saturdays 10:00—3:00 pm (except as noted) – bring lunch

Class Dates: Sep. 7 (1:30—4:00), 28; Oct. 5, 12, 26; Nov. 9, 16; Dec. 7

Some Discussions will occur on our course forum: http://schoolsteachersparents.wikidot.com

Syllabus

Required Readings:

  • Fleener, M. J. (2002). Curriculum dynamics: Recreating heart. New York: Peter Lang. → ISBN 978-0-8204-5540-2
  • Pinar, W. F., Reynolds, W. M. Slattery, P. Taubman, P. M. (2006). Understanding curriculum (5th ed.). New York: Peter Lang. → ISBN: 978-0-8204-2601-3

Additional Readings:

All written work should follow APA guidelines. Information from any of these sources:

  • American Psychological Association. (2010). Concise rules of APA style (6th ed.). Washington, DC: American Psychological Association.
  • American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.

A Brief Introduction

We'll be exploring variety of areas in curriculum and curriculum theory, in the history of curriculum (at least over the last 120 years or so), and across a number of fields that impact our thinking about curriculum. We also will examine the nature of paradigms and the research approaches embedded within these paradigms. Knowledge of paradigms should include what we may think of as the meta- or super-paradigms, such as positivism, holism, etc., as well as the basic level paradigms (e.g., constructivism, social constructivism, etc.) and the "sub"-paradigms, such as feminism, Marxism, critical theory, etc. In addition, we will touch upon the philosophical heritages of current paradigms.

As you continue your studies, you should become familiar with most of the following scholars, as well as many others who have had an influence on our thinking about curriculum.

• Mortimer Adler • Jayne Fleener • J. Dan Marshall • Ronald Tharp
• Michael Apple • A. W. Foshay • Ference Marton • Ralph Tyler
• M. M. Bakhtin • Paolo Friere • Neil Mercer • Lev Vygotsky
• Benjamin Bloom • Karen Gallas • Hugh Munby • J. Wink
• John Bransford • Henry Giroux • Joe Novak • George Wood
• Jerome Bruner • Ivor Goodson • Annemarie Palincsar • and many others
• G. Butterworth • Maxine Greene • Vito Perrone
• Jean Clandinin • G. Stanley Hall • Jean Piaget
• Michael Connelly • John Holt • Bill Pinar
• Linda Darling-Hammond • Ivan Illich • W. B. Pink
• Brent Davis • Joe Kinchloe • George Posner
• Lisa Delpit • D. Kirshner • Dianne Ravich
• John Dewey • M. Klein • Lauren Resnick
• Bill Doll • Leo Klopfer • Barbara Rogoff
• Margaret Donaldson • Thomas Kuhn • Bill Schubert
• Robert Donmoyer • Jean Lave • Joseph Schwab
• Eleanor Duckworth • Jay Lemke • James Sears
• Derek Edwards • Ann Lieberman • Dennis Sumara
• Kieran Egan • P. Light • Hilda Taba
• Elliot Eisner • Horace Mann • Daniel Tanner
• Gary Fenstermacher • Hermine Marshall • Laurel Tanner

Links and Resources

Books

Some new and classic books worth having in your library.

  • Davis, B., & Sumara, D. (2006). Complexity and education: Inquiries into learning, teaching, and research. Mahwah, NJ: Lawrence Erlbaum. ISBN: 0-8058-5935-5
  • Doll, W. E., Fleener, M. J., Trueit, D., & St. Julien, J. (2005). Chaos, complexity, curriculum, and culture: A conversation. New York: Peter Lang. ISBN: 0-8204-6780-4
  • Doll, W. E., & Gough, N. (Eds.). (2002). Curriculum visions. New York: Peter Lang. ISBN: 0-8204-4999-7
  • Eisner, E. W. (1970). The educational imagination: On the design and evaluation of school programs. New York: Macmillan. (and/or others by this author)
  • Eisner, E. W., & Valllance, E. (Eds.). (1974). Conflicting conceptions of curriculum. Berkeley, CA: McCutchan.
  • Freire, P. (1970/1993). Pedagogy of the oppressed (trans. M. B. Ramos). New York: Continuum. (and/others by this author)
  • Goodson, I. F. (1994). Studying curriculum. New York: Teachers College Press. ISBN: 0-8077-3362-8
  • Kuhn, T. S. (1962; 1970). The structure of scientific revolutions (2nd ed.). Chicago: University of Chicago Press.
  • Marshall, H. H. (Ed.). (1992). Redefining student learning: Roots of educational change. Norwood, NJ: Ablex Publishing.
  • Marshall, J. D., Sears, J. T., Allen, L. A., Roberts, P. A., & Schubert, W. H. (2000/2007). Turning points in curriculum: A contemporary American memoir (2nd ed.). Upper Saddle River, NJ: Pearson. ISBN: 0-13-112842-6
  • McKernan, J. (2008). Curriculum and imagination: Process theory, pedagogy, and action research. New York: Routledge. ISBN: 978-0-415-41338-1
  • Oliver, D. W. (with Gershman, K. W.). (1989). Education, modernity, and fractured meaning: Toward a process theory of teaching and learning. Albany, NY: State University of New York Press.
  • Schwab, J. J. (Westbury, I., & Wilkof, N. J. [Eds.]). (1978). Science, curriculum, and liberal education: Selected essays. Chicago: University of Chicago Press.
  • Sears, J. T., & Marshall, J. D. (Eds.). (1990). Teaching and thinking about curriculum: Critical inquiries. New York: Teachers College Press. ISBN: 0-8077-2968-X
  • Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York: Cambridge University Press.

Links

Organizations

Journals

Websites, Blogs, et al.

On Facebook

  • Mark Naison — on Facebook
  • Reclaiming the Conversation on Education
  • EDU4 — Edu4 is an education initiative that seeks to create public spaces to attract, organize, and coordinate diverse educators and other concerned citizens resisting the multi-layered attack on public education.

On Twitter

Social Justice and Social Reconstructionism

Progressive Education (Dewey, Pragmatist, etc.)

Post-Modern Curriculum

Complexity Sciences and Curriculum

Intellectual Traditionalists

Video

A YouTube video of paradigms in the social sciences.

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