東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Constructing an understanding of the...

Bernu, Mark Rodney.

FindBook

Google Book

Amazon

博客來

Constructing an understanding of the postmodern: A reconceptualization of elementary curriculum synoptic texts (1953-1993).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Constructing an understanding of the postmodern: A reconceptualization of elementary curriculum synoptic texts (1953-1993)./
作者:	Bernu, Mark Rodney.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1994,
面頁冊數:	244 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-11, Section: A, page: 3408.
Contained By:	Dissertation Abstracts International55-11A.
標題:	Elementary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9508617

Constructing an understanding of the postmodern: A reconceptualization of elementary curriculum synoptic texts (1953-1993).
Bernu, Mark Rodney.

Constructing an understanding of the postmodern: A reconceptualization of elementary curriculum synoptic texts (1953-1993). - Ann Arbor : ProQuest Dissertations & Theses, 1994 - 244 p.

Source: Dissertation Abstracts International, Volume: 55-11, Section: A, page: 3408.

Thesis (Ed.D.)--Oklahoma State University, 1994.

Scope and method of study. This critical historical study examined the themes, formats, and subject matter of 16 elementary curriculum synoptic texts written over a period of 40 years from 1953 to 1993, in order to determine how the present texts differ from their historical predecessors and whether or not they meet the requirements of current calls for reform and theocratical understanding of human development. The methodology of the study utilized textual analysis which combined some elements of both hermeneutic and poststructural theory. The texts were analyzed individually and then compared to each other historically and thematically to provide a historical context in which to discuss the present state of elementary curriculum synoptic texts.Subjects--Topical Terms:

641385
Elementary education.

Constructing an understanding of the postmodern: A reconceptualization of elementary curriculum synoptic texts (1953-1993).
LDR:02805nmm a2200301 4500 001 2124492
005 20171030105242.5
008 180830s1994 ||||||||||||||||| ||eng d
035 $a (MiAaPQ)AAI9508617
035 $a AAI9508617
040 $a MiAaPQ $c MiAaPQ
100 1 $a Bernu, Mark Rodney. $3 3286496
245 1 0 $a Constructing an understanding of the postmodern: A reconceptualization of elementary curriculum synoptic texts (1953-1993).
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1994
300 $a 244 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-11, Section: A, page: 3408.
500 $a Adviser: William Reynolds.
502 $a Thesis (Ed.D.)--Oklahoma State University, 1994.
520 $a Scope and method of study. This critical historical study examined the themes, formats, and subject matter of 16 elementary curriculum synoptic texts written over a period of 40 years from 1953 to 1993, in order to determine how the present texts differ from their historical predecessors and whether or not they meet the requirements of current calls for reform and theocratical understanding of human development. The methodology of the study utilized textual analysis which combined some elements of both hermeneutic and poststructural theory. The texts were analyzed individually and then compared to each other historically and thematically to provide a historical context in which to discuss the present state of elementary curriculum synoptic texts.
520 $a Findings and conclusions. Analysis of the texts identified several major similarities across the 40 year span in both content and design of all but one of the texts. The texts without exception purported to follow a child centered curriculum dedicated to ensuring development of free individuals capable of thriving in a democratic society. Fourteen of the texts relied on a format which separated subject areas into six basic categories: language arts, math, science, social studies, health, and art. Without exception, despite their claims to the contrary, the texts presented the curriculum as a closed system--something preestablished with concrete inputs and expected outputs. Texts designed to train teachers to view children and education as closed systems, rejects most of the current understanding of human beings as open, nonpredictable, evolving beings, as seen in the work of Piaget, Dewey, Doll, and many others. There is a need in the field for a new text which views humans as growing and thriving individuals rather than resources to be developed into products.
590 $a School code: 0664.
650 4 $a Elementary education. $3 641385
650 4 $a Curriculum development. $3 684418
650 4 $a Educational philosophy. $3 3173367
690 $a 0524
690 $a 0727
690 $a 0998
710 2 $a Oklahoma State University. $3 626630
773 0 $t Dissertation Abstracts International $g 55-11A.
790 $a 0664
791 $a Ed.D.
792 $a 1994
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9508617