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Curriculum guidelines for the educat...

Kanawati, Dianne Goode.

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Curriculum guidelines for the education of literate citizens.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Curriculum guidelines for the education of literate citizens./
作者:	Kanawati, Dianne Goode.
面頁冊數:	520 p.
附註:	Source: Dissertation Abstracts International, Volume: 58-02, Section: A, page: 3750.
Contained By:	Dissertation Abstracts International58-02A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9722439
ISBN:	9780591312157

Curriculum guidelines for the education of literate citizens.
Kanawati, Dianne Goode.

Curriculum guidelines for the education of literate citizens. - 520 p.

Source: Dissertation Abstracts International, Volume: 58-02, Section: A, page: 3750.

Thesis (Ed.D.)--University of Georgia, 1996.

This item must not be sold to any third party vendors.

Despite widespread agreement that American public schools have the responsibility to produce literate citizens, what this means at the level of curriculum depends on how "literate citizens" is conceptualized. The purpose of this study was to generate guidelines for developing curriculum congruent with profiles of Cultural, Functional, and Critical literacies, either as a means of clarifying the literacy position desired in a proposed curriculum, or as a reference for maintaining internal consistency during the development process.

ISBN: 9780591312157Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Curriculum guidelines for the education of literate citizens.
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500 $a Source: Dissertation Abstracts International, Volume: 58-02, Section: A, page: 3750.
500 $a Director: Gerald R. Firth.
502 $a Thesis (Ed.D.)--University of Georgia, 1996.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Despite widespread agreement that American public schools have the responsibility to produce literate citizens, what this means at the level of curriculum depends on how "literate citizens" is conceptualized. The purpose of this study was to generate guidelines for developing curriculum congruent with profiles of Cultural, Functional, and Critical literacies, either as a means of clarifying the literacy position desired in a proposed curriculum, or as a reference for maintaining internal consistency during the development process.
520 $a A preliminary reading list for each literacy position was derived from the Social Science Citations Index. Selected scholars representing various perspectives in the field of literacy were requested to review and amplify the three lists. The final reading lists, containing approximately ten works for each literacy position, were analyzed in terms of philosophical principles, democratic vision, and curriculum manifestations.
520 $a Data were summarized as Profiles of Assumptions. The Profile of Assumptions for each literacy position was sent to five scholars sympathetic to that position as a verification of the accuracy of the assumptions. For comparison and contrast, the Profiles were combined into a schema from which the Curriculum Guidelines were refined.
520 $a Selected members of the Professors of Curriculum and practitioners who were requested to evaluate the usefulness of the Guidelines during the process of curriculum development.
520 $a The study found that Cultural, Functional, and Critical literacy positions all claim to be in the best interests of the learner as well as in the best interests of American democratic society. However, each literacy position conceptualizes democracy and democratic society differently. Each literacy position conceptualizes differently what it means to be literate and how students are empowered by education. Therefore, each literacy entails different curriculum content and methodology.
520 $a Compromise is difficult to propose because at the level of curriculum the literacies are ultimately conflicting.
520 $a Final recommendations include the development of a fourth literacy, which would redefine the purpose of education, what ought to be taught, and how it ought to be taught.
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