Conflicting approaches to curriculum: Recognizing how fundamental beliefs can sustain or sabotage school reform

Peabody Journal of Education

Volumn 74, Issue 1, 1999, Pages 29-67

  Rogers, Bethany ^a,b  

^a BROWN UNIVERSITY   (United States)

^b NEW YORK UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0011637038     PISSN: 0161956X     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15327930pje7401_3     Document Type: Article

References (43)

1. Allen, D. (1995a). Resources for teacher-constructed curriculum. Unpublished manuscript, ATLAS Seminar, Providence, RI.
2. Allen, D. (1995b). The tuning protocol: A process for reflection (Studies on Exhibitions Monograph No. 15). Providence, RI: Coalition of Essential Schools, Brown University.
3. Ames, N., Boix-Mansilla, V., McDonald, J., & Rogers, B. (1994). Key issues in educational reform: Curriculum. Unpublished manuscript, ATLAS Seminar, Providence, RI.
4. Anson, A., Cook, T., Comer, J., Habib, F., Haynes, N., & Grady, M. (1991). The Comer School Development Program: A theoretical analysis. Urban Education, 26, 56-82.
5. Atwell, N. (n.d.). Reimagining curriculum. Unpublished handout, Center for Teaching and Learning, Edgecomb, ME.
6. Boix-Mansilla, V. (1994). Taking a stance on deep understanding, a reflection on students, knowledge and the role of disciplines in curriculum. Unpublished manuscript.
7. Bradley, A., & Viadero, D. (1996, March 13). Unconventional wisdom. Education Week, 34-39.
8. Comer, J. (1980). School power. New York: Free Press.
9. Comer, J. (1988). Maggie's American dream: The life and times of a Black family. New York: New American Library.
10. Cuban, L. (1992). Reforming again, again, and again. Educational Researcher, 19(1), 341-344.
11. DeAngelo, M. (1995). Designing a curriculum that promotes the development of essential habits, skills, and understandings: A planning framework. Unpublished manuscript, ATLAS Seminar, Providence, RI.
12. Dow, P. (1991). Schoolhouse politics: Lessons from the Sputnik era. Cambridge, MA: Harvard University Press.
13. EDC to develop insights in biology. (1994). EDC News, 3(1), 2-4.
14. Eisner, E., & Vallance, E. (Eds.). (1974). Conflicting conceptions of the curriculum. Berkeley, CA: McCutchon.
15. Gardner, H. (1991). The unschooled mind. New York: Basic Books.
16. Gardner, H., & Boix-Mansilla, V. (1994). Teaching for understanding within and across the disciplines. Educational Leadership, 51(5), 14-18.
17. Goodman, N. (1976). Languages of art: An approach to a theory of symbols. Indianapolis, IN: Hackett.
18. Grossman, P., & Stodolsky, L. (1995). Content as context: The role of school subjects in secondary school teaching. Educational Researcher, 24(8), 5-11, 23.
19. Hatch, T. (1998). The differences in theory that matter in the practice of school improvement. American Educational Research Journal, 35, 3-31.
20. Haynes, N., & Comer, J. (1993). The Yale School Development Program: Process, outcomes, and policy implications. Urban Education, 28, 166-199.
21. Jackson, P. W. (Ed.). (1992). Handbook of research on curriculum. New York: Macmillan.
22. Kleiman, G. (1994). The middle school mathematics curriculum in transition. Unpublished manuscript.
23. Kleiman, G. (1995). From a curriculum reform point of view: Queries to the ATLAS Projects. Unpublished manuscript, ATLAS Seminar, Providence, RI.
24. Kliebard, H. (1987). The struggle for the American curriculum: 1893-1958. New York: Routledge & Kegan Paul.
25. Levy, S. (1995). Finding the Aha! in the curriculum. Unpublished manuscript, ATLAS Seminar, Providence, RI.
26. McNeil, J. D. (1977). Curriculum: A comprehensive introduction. Boston: Little, Brown.
27. Meier, D. (1995). The power of their ideas: Lessons for America from a small school in Harlem. Boston: Beacon.
28. New York Assessment Collection user's guide. (1995). Providence, RI: Brown University.
29. Perkins, D., & Blythe, T. (1994). Putting understanding up front. Educational Leadership, 51(5), 4-7.
30. Phillips, D. (1995). The good, the bad, and the ugly: The many faces of constructivism. Educational Researcher, 24(7), 5-12.
31. Rogers, B. (1995, February). Conflict, curriculum and school reform partnerships: An interim report on the ATLAS Seminar curriculum group. Oral presentation given at the meeting of the ATLAS team and Stanford University School of Education faculty, Palo Alto, CA.
32. Sarason, S. (1990). The predictable failure of educational reform. San Francisco: Jossey-Bass.
33. Sizer, T. (1984). Horace's compromise. Boston: Houghton Mifflin.
34. Sizer, T. (1992). Horace's school. Boston: Houghton Mifflin.
35. Squires, D. (1995). ATLAS community’s 'break the mold' curriculum ideas. Unpublished manuscript, ATLAS Seminar, Providence, RI.
36. Squires, D. (n.d.). Increasing student achievement through examining time use and curriculum/test alignment: A plan for School Planning and Management Teams of the Comer Project. Unpublished manuscript, School Development Program, New Haven, CT.
37. Squires, D., Huitt, W., & Segars, J. (1983). Effective schools and classrooms: A research-based perspective. Alexandria, VA: Association for Supervision and Curriculum Development.
38. Tyack, D., & Cuban, L. (1995). Tinkering toward utopia. Cambridge, MA: Harvard University Press.
39. Tyler, R. (1949). Basic principles of curriculum and instruction. Chicago: The University of Chicago Press.
40. Wasley, P., Hampel, R., & Clark, R. (1996). The puzzle of whole school change. Providence, RI: Coalition of Essential Schools, Brown University.
41. White, N., Fanning, K., & Muncey, D. (1998). ATLAS Seminar Ethnography Project final report. Unpublished report, ATLAS Seminar, Providence, RI.
42. Wiggins, G. (1989). A true test: Toward more authentic and equitable assessment. Phi Delta Kappan, 70, 703-713.
43. Zilversmit, A. (1993). Changing schools: Progressive education theory and practice, 1930-1960. Chicago: University of Chicago Press.