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

CONFLICT IN CURRICULUM: A CRITICAL A...

PALMER, JOAN MARIE.

FindBook

Google Book

Amazon

博客來

CONFLICT IN CURRICULUM: A CRITICAL ANALYSIS OF EISNER AND VALLANCE'S FIVE CONCEPTIONS OF CURRICULUM.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	CONFLICT IN CURRICULUM: A CRITICAL ANALYSIS OF EISNER AND VALLANCE'S FIVE CONCEPTIONS OF CURRICULUM./
作者:	PALMER, JOAN MARIE.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1983,
面頁冊數:	176 p.
附註:	Source: Dissertations Abstracts International, Volume: 44-07, Section: A.
Contained By:	Dissertations Abstracts International44-07A.
標題:	Curricula. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8405691
ISBN:	9798205443586

CONFLICT IN CURRICULUM: A CRITICAL ANALYSIS OF EISNER AND VALLANCE'S FIVE CONCEPTIONS OF CURRICULUM.
PALMER, JOAN MARIE.

CONFLICT IN CURRICULUM: A CRITICAL ANALYSIS OF EISNER AND VALLANCE'S FIVE CONCEPTIONS OF CURRICULUM. - Ann Arbor : ProQuest Dissertations & Theses, 1983 - 176 p.

Source: Dissertations Abstracts International, Volume: 44-07, Section: A.

Thesis (Educat.D.)--University of Maryland, College Park, 1983.

Historically, curriculum workers have been unable to reach consensus about the components of curriculum theory. The confusion has resulted in a diversity of approaches addressing the needs of special interest groups. In such a milieu, values are often unexamined and potential conflict is unrecognized. In 1974 Elliot W. Eisner and Elizabeth Vallance attempted to focus attention on the dominant but conflicting approaches to curriculum which appeared to be emerging from the literature. In Conflicting Conceptions of Curriculum, they identified five curricular orientations and suggested that major areas of conflict existed between and among them. Those categories have since been widely used for classification and discussion. Accordingly, the purposes of this study were: (1) To explore the basis of the conflict between and among the Eisner and Vallance orientations. (2) To determine the adequacy of those orientations to describe current curricular approaches. (3) To develop a framework to be used in the analysis of the orientations which could thereafter function as a tool for revealing potential conflict in curricula. The methodology involved qualitative analysis of the text of Conflicting Conceptions of Curriculum and of all of the readings cited as examples of the various orientations. The framework for analysis was based on the work of Terry Moore, who in Educational Theory: An Introduction defines general educational theory as the interrelationship of limited pedagogical theories and recommendations for practice. The results of the analyses indicate that the conflict between and among the five orientations is philosophic in nature, stemming from unexplored values and internal inconsistencies. Few of the suggested readings match the prototypes of the orientations as described in the text, suggesting that the categories are inadequate to describe current curricular approaches. One facet of the problem rests with the very attempt to label a curricular approach--the focus is thrust upon the particular, identified emphasis of the material, leaving other, perhaps more significant, positions unexplored. The framework used in the analyses was applied to two curricula to determine its functional use as a tool for revealing conflict. Several problem areas emerged in both programs, indicating that the process could be a viable procedure for identifying potential controversy.

ISBN: 9798205443586Subjects--Topical Terms:

3422445
Curricula.

CONFLICT IN CURRICULUM: A CRITICAL ANALYSIS OF EISNER AND VALLANCE'S FIVE CONCEPTIONS OF CURRICULUM.
LDR:03376nmm a2200277 4500 001 2403816
005 20241125080228.5
006 m o d
007 cr#unu||||||||
008 251215s1983 ||||||||||||||||| ||eng d
020 $a 9798205443586
035 $a (MiAaPQ)AAI8405691
035 $a AAI8405691
040 $a MiAaPQ $c MiAaPQ
100 1 $a PALMER, JOAN MARIE. $3 3774097
245 1 0 $a CONFLICT IN CURRICULUM: A CRITICAL ANALYSIS OF EISNER AND VALLANCE'S FIVE CONCEPTIONS OF CURRICULUM.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1983
300 $a 176 p.
500 $a Source: Dissertations Abstracts International, Volume: 44-07, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
502 $a Thesis (Educat.D.)--University of Maryland, College Park, 1983.
520 $a Historically, curriculum workers have been unable to reach consensus about the components of curriculum theory. The confusion has resulted in a diversity of approaches addressing the needs of special interest groups. In such a milieu, values are often unexamined and potential conflict is unrecognized. In 1974 Elliot W. Eisner and Elizabeth Vallance attempted to focus attention on the dominant but conflicting approaches to curriculum which appeared to be emerging from the literature. In Conflicting Conceptions of Curriculum, they identified five curricular orientations and suggested that major areas of conflict existed between and among them. Those categories have since been widely used for classification and discussion. Accordingly, the purposes of this study were: (1) To explore the basis of the conflict between and among the Eisner and Vallance orientations. (2) To determine the adequacy of those orientations to describe current curricular approaches. (3) To develop a framework to be used in the analysis of the orientations which could thereafter function as a tool for revealing potential conflict in curricula. The methodology involved qualitative analysis of the text of Conflicting Conceptions of Curriculum and of all of the readings cited as examples of the various orientations. The framework for analysis was based on the work of Terry Moore, who in Educational Theory: An Introduction defines general educational theory as the interrelationship of limited pedagogical theories and recommendations for practice. The results of the analyses indicate that the conflict between and among the five orientations is philosophic in nature, stemming from unexplored values and internal inconsistencies. Few of the suggested readings match the prototypes of the orientations as described in the text, suggesting that the categories are inadequate to describe current curricular approaches. One facet of the problem rests with the very attempt to label a curricular approach--the focus is thrust upon the particular, identified emphasis of the material, leaving other, perhaps more significant, positions unexplored. The framework used in the analyses was applied to two curricula to determine its functional use as a tool for revealing conflict. Several problem areas emerged in both programs, indicating that the process could be a viable procedure for identifying potential controversy.
590 $a School code: 0117.
650 4 $a Curricula. $3 3422445
650 4 $a Teaching. $3 517098
650 4 $a Curriculum development. $3 684418
690 $a 0727
710 2 $a University of Maryland, College Park. $3 657686
773 0 $t Dissertations Abstracts International $g 44-07A.
790 $a 0117
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8405691