Curriculum Trends & Issues Department Secondary and Middle Grades Education
Transcription
Curriculum Trends & Issues Department Secondary and Middle Grades Education
KENNESAW STATE UNIVERSITY GRADUATE COURSE PROPOSAL OR REVISION, Cover Sheet (10/02/2002) Course Number/Program Name EDCI 9000 Curriculum Trends & Issues Department Secondary and Middle Grades Education Degree Title (if applicable) Ed.D. in Curriculum & Instruction Proposed Effective Date Summer 2013 Check one or more of the following and complete the appropriate sections: X Sections to be Completed New Course Proposal II, III, IV, V, VII Course Title Change I, II, III Course Number Change I, II, III Course Credit Change I, II, III Course Prerequisite Change I, II, III Course Description Change I, II, III Notes: If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a new number should be proposed. A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new program. Current catalog information (Section I) is required for each existing course incorporated into the program. Minor changes to a course can use the simplified E-Z Course Change Form. Submitted by: _____ Faculty Member Approved Not Approved Department Curriculum Committee Date Approved Not Approved Department Chair Approved 1 [Type text] Date Date Not Approved College Curriculum Committee Approved Not Approved College Dean Date Approved Not Approved GPCC Chair Date Approved Not Approved Dean, Graduate College Date Date Approved Not Approved Vice President for Academic Affairs Date Approved Not Approved President Date KENNESAW STATE UNIVERSITY GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE I. Current Information (Fill in for changes) Page Number in Current Catalog ___ Course Prefix and Number ___ Course Title ___ Class Hours ____Laboratory Hours_______Credit Hours________ Prerequisites ___ Description (or Current Degree Requirements) II. Proposed Information (Fill in for changes and new courses) Course Prefix and Number EDCI 9000 Course Title Curriculum Trends & Issues Class Hours _3___Laboratory Hours____0___CreditHours____3____ Prerequisites Admission to doctoral Program Description (or Proposed Degree Requirements) CATALOG COURSE DESCRIPTION 3-0-3. This course serves as an advanced study of contemporary trends, issues, and research in curriculum theory and design. Intended for teachers and other education professionals serving as curriculum decision-makers. The emphasis of the course is on current research in the field of curriculum. Topics will be examined through historical and contemporary contexts with emphases on themes linked to policy and practice. EDCI 9000 examines trends and issues from multiple perspectives and serves as an impetus to students understanding of the current tensions in the field. Finally, this course will provide students with a deeper understanding of current trends and will also develop the skills needed to critique ideas and issues in education. III. Justification This course will be one of the Advanced Curriculum & Instruction and P-12 Service Core in the Ed.D. in Curriculum & Instruction program. It is designed to offer candidates initial, yet in-depth, knowledge and experience in planning, implementing, and evaluating curriculum as part of a new PSC-approved certification program. An advanced curriculum and instruction course, it allows students to broaden their knowledge of curriculum trends and issues beyond—albeit related to— their classroom practice. This course helps students become curriculum experts who can plan, evaluate, and improve curriculum at all levels of the P-12 experience. Curriculum as a field of study is both complex and diverse with multiple perspectives and approaches This course will allow students to explore and make meanings of historical and contemporary contexts with emphases on themes linked to policy and practice. EDCI 9000 examines trends and issues from multiple perspectives so that they might also develop the skills needed to critique ideas and issues surrounding middle and secondary education. 2 [Type text] IV. Additional Information (for New Courses only) Instructor: R. U. Whitlock Text: 1. Ornstein, A., Pajak, E. & Ornstein, S. (2010). Contemporary Issues in Curriculum. New York: Prentice Hall. 2. Au, W. (2011). Critical Curriculum Studies: Education, Consciousness, and the Politics of Knowing. New York: Routledge. 3. Noll, J. (2011). Taking Sides: Clashing Views on Educational Issues. 16th edition. New York: McGraw-Hill. Prerequisites: Admission to Doctoral Program Objectives: Note: Course Objectives aligned with BCOE PSC Advanced Program Proficiencies & NCATE Standards Course objective 4. Identify and analyze the sources of curriculum PSC C&I Standard (Institutional Standard) 4.2, 4.3, 7.1 NCATE Standard Experience/ Assignment 1e, 1f, 1g ● Course as a means of understanding and applying emerging trends and initiatives to improve student learning. Critically analyze current curriculum research to understand tensions and complexities surrounding contemporary curriculum trends, issues, and discourses. 5.1, 6.1, 6.2, 7.1 1e, 1f, 1g Readings and Responses ● Literature Review ● Course Readings and Responses ● Curriculum T&I Project 6. Demonstrate an ability to investigate, analyze, 1.1, 6.1, 6.2, 7.1 1e, 1f, 1g ● Course 5. and reflect professionally in terms of the issues and trends likely to emerge in the field of curriculum. 7. Construct a personal and professional approach to identifying and analyzing future trends and issues in curriculum. 5. Explain and discuss the emerging policies and regulations that influence curriculum design, development, implementation, and evaluation. Readings ● Curriculum T&I Project 1.4, 3.1, 4.2, 5.1, 6.1, 7.1 1e, 1f 3.1, 5.1, 6.1, 6.2, 7.1, 7.2, 7.3 1e, 1f, 1g Instructional Method A variety of instructional methods will be employed to maximize student 3 [Type text] ● Course Readings and Responses ● Curriculum T&I Project ● All Course Activities engagement and learning. Strategies include instructor- and student-guided discussion, text analysis and written reflection, direct instruction, project-based, group collaborations, and field-based. Instruction integrates theory and practice as it relates curriculum trends and issues, allowing students to demonstrate an ability to investigate, analyze, and reflect professionally in terms of the issues and trends likely to emerge in the field of curriculum. The following course assignments illustrate the depth and breadth of instructional methods: 1. 2. 3. 4. 5. Blog Postings on Readings. You will post to the class blog a focused, academic reaction to the readings for the week that articulates how your thinking is evolving in relation to the concepts discussed in the text. In addition, you will respond to the posts of two classmates. Literature Review. You will submit a comprehensive literature review that summarizes and critiques one or more contemporary trend/issue related to curriculum. Curriculum Application and Reflection. Working in your own educational setting, you will apply one or more of trend/issue in curriculum to your practice and write a reflection paper about the issue impacts you, your students, your school. Curriculum Trends & Issues Project. You will propose and design a curriculum project that synthesizes and applies what you have discovered about contemporary trends and issues in curriculum to your unique educational setting. You will prepare a holistic, comprehensive examination of the contexts, sources, implications, and applications of the issue(s) you have selected. Curriculum Trends & Issues Presentation. You will present your curriculum project to the class in a multimedia format. Method of Evaluation Course assignments will evaluate candidates’ ability to understand contexts and connections among trends and issues in curriculum and appropriate teaching and learning experiences in Curriculum & Instruction. Course objectives for Curriculum Trends & Issues for Middle and Secondary Education are aligned with the appropriate PSC standards and used to measure the candidate’s ability to plan and implement appropriate teaching and learning experiences in Curriculum & Instruction. The (6) PSC Curriculum & Instruction standard categories are Knowledge of Curriculum; Knowledge of Instruction; Knowledge of Content; Knowledge of Students; Knowledge of Research; and Knowledge of Assessment. Course assignments allow the Curriculum & Instruction faculty ensure that candidates meet professional expectations beyond curriculum and instruction knowledge and skills. V. Resources and Funding Required (New Courses only) Resource Amount Faculty (Reassignment of existing-See comment below) Other Personnel Equipment Supplies 4 [Type text] Travel New Books New Journals Other (Specify) TOTAL No new- Reassignment of existing Funding Required Beyond Normal Departmental Growth Current Associate Professor who holds PHD in Curriculum Theory from Louisiana State University has dual appointment in College of Education and College of Humanities. She will be assigned full time to Bagwell College of Education and will be the primary instructor for this course. 5 [Type text] VI. COURSE MASTER FORM This form will be completed by the requesting department and will be sent to the Office of the Registrar once the course has been approved by the Office of the President. The form is required for all new courses. DISCIPLINE COURSE NUMBER COURSE TITLE FOR LABEL (Note: Limit 30 spaces) CLASS-LAB-CREDIT HOURS Approval, Effective Term Grades Allowed (Regular or S/U) If course used to satisfy CPC, what areas? Learning Support Programs courses which are required as prerequisites Curriculum & Instruction EDCI 9000 Curriculum Trends & Issues 3-0-3 Summer 2013 Regular n/a n/a APPROVED: ________________________________________________ Vice President for Academic Affairs or Designee __ 6 [Type text] VII Attach Syllabus I. COURSE NUMBER: COURSE TITLE: COLLEGE OR SCHOOL: SEMESTER/TERM & YEAR: II. INSTRUCTOR: TELEPHONE: FAX: E-MAIL: OFFICE: III. IV. CLASS MEETINGS: TEXTS: EDCI 9000 Curriculum Trends & Issues Bagwell College of Education 1. Ornstein, A., Pajak, E. & Ornstein, S. (2010). Contemporary Issues in Curriculum. New York: Prentice Hall. 2. Au, W. (2011). Critical Curriculum Studies: Education, Consciousness, and the Politics of Knowing. New York: Routledge. 3. Noll, J. (2011). Taking Sides: Clashing Views on Educational Issues. 16th edition. New York: McGraw-Hill. V. CATALOG COURSE DESCRIPTION: EDCI 9000. 3-0-3. Prerequisite: Admission to Doctoral Program. This course serves as an advanced study of contemporary trends, issues, and research in curriculum theory and design. Intended for teachers and other education professionals serving as curriculum decision-makers. The emphasis of the course is on current research in the field of curriculum. Topics will be examined through historical and contemporary contexts with emphases on themes linked to policy and practice. EDCI 9000 examines trends and issues from multiple perspectives and serves as an impetus to students understanding of the current tensions in the field. Finally, this course will provide students with a deeper understanding of current trends and will also develop the skills needed to critique ideas and issues surrounding education. VI. PURPOSE AND RATIONALE: 7 [Type text] KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK: Collaborative development of expertise in teaching and learning The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning. Knowledge Base Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believe that the concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development. Use of Technology : Technology Standards for Educators are required by the Professional Standards Commission. Telecommunication and information technologies will be integrated throughout the master teacher preparation program, and all candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators. During the courses, candidates will be provided with opportunities to explore and use instructional media. They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional materials, and create WWW resources. This course serves to provide a basic foundation for statistical analysis in educational research. With computer lab experience and assignments, students will: ■ Understand and explore a computerized statistical package (Excel/SPSS) used to complete simple data analyses. ■ ■ Learn to create a data file for statistical analyses. Learn to conduct data analyses with the computerized statistical package. Frequency distribution, correlation, and t-test. ■ Learn to interpret results from computer generated statistical analyses. Analyses include: Field Based Activities: While completing your graduate program at Kennesaw State University, you are required to be involved in a variety of leadership and school-based activities directed at 8 [Type text] the improvement of teaching and learning. Appropriate activities may include, but are not limited to, attending and presenting at professional conferences, actively serving on or chairing schoolbased committees, attending PTA/school board meetings, leading or presenting professional development activities at the school or district level, and participating in education-related community events. As you continue your educational experiences, you are encouraged to explore every opportunity to learn by doing. Professional Portfolio and Portfolio Narrative: Each graduate candidate is required to compile an online portfolio of evidence that documents each candidate’s proficiencies as defined by the graduate CPI. Your Action Research Project and the specific Reflective Narrative that accompanies it must be added as evidence to your portfolio from this course in addition to the Diversity Assignment. Additionally, a required element in each final portfolio for the Graduate Program is a portfolio narrative reflecting on each of the proficiencies on the CPI with regard to what evidence you have selected for the portfolio and how you make the case that the evidence you have selected in your portfolio supports a particular proficiency, using the final Portfolio Narrative Rubric as a guide. VII. POLICIES: Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style differences provides a background for the consideration of cultural context. These diversity issues will be directly explored in the Impact on Student Learning Assignment. Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to support students with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases, certification of disability is required. Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural variables outlined above. Professionalism- Academic Honesty: KSU expects that graduate students will pursue their academic programs in an ethical, professional manner. Faculty of the M.Ed. in Adolescent Education program abide by the policies and guidelines established by the university in their expectations for candidates’ work. Candidates are responsible for knowing and adhering to the guidelines of academic honesty as stated in the graduate catalog. Any candidate who is found to have violated these guidelines will be subject to disciplinary action consistent with university policy. For example, plagiarism or other violations of the University’s Academic Honesty policies could result in a grade of “F” in the course and a formal hearing before the Judiciary Committee. Professionalism- Participation, and Attendance: Part of your success in this class is related to your ability to provide peer reviews and feedback to your editing groups regarding their research and their writing. Furthermore, responding effectively and appropriately to feedback from your peers and the professor is another measure of one’s 9 [Type text] professionalism. In addition, since class meets only once a week, failure to attend class will likely impact your performance on assignments and final exams. Please be prepared with all readings completed prior to class. We depend on one another to ask pertinent and insightful questions. Finally, please turn off all cell phones. A ringing phone and the resulting conversation is a nuisance and an unprofessional interruption in the flow of the class. IRB Policies Relating to Student Researchers (KSU Candidates) in Educational Settings KSU Requirements: Research projects that are conducted in public school settings and involve human subjects in activities which are considered “normal educational practices” (See 45 CFR 46.101 (b) in the federal guidelines) may be exempted from Continuing IRB review. The KSU Institutional Review Board (IRB), not faculty members or student-researchers, determines if a project meets the criteria for exemption. The research may qualify for an exemption even if the findings and outcomes from such research are placed in online portfolios for KSU academic programs or presented on occasions required for such programs (e.g., class sessions, capstone presentations). The KSU IRB requires that the relevant faculty member complete a short form, including a description of the assigned research project. This applies to the Impact on Student Learning Assignment. The policy and procedures outlined above do not cover theses, dissertations, or extended research projects from the M.Ed., Ed.S. and Ed.D. programs but rather refer to assigned research projects contained within individual courses. Additional Requirements for Student-Researchers Carrying Out Course-based Research Student-researchers who conduct projects at variance from or extending beyond a class assignment must consult with their faculty instructor about securing KSU IRB approval and must contact any IRB-type organization available in their own workplace setting. For those in teacher education, it is important to remember that every district has a federally mandated requirement for IRB review of proposals for conducting research in public schools. It is up to each studentresearcher to learn the appropriate IRB procedures to be followed in his/her district. More specifically, KSU teacher education candidates are required to complete district-level IRB forms or to follow accepted policies and gain approval in writing, consistent with school/district guidelines, prior to beginning any assigned research project. Once school district IRB approval is obtained, Kennesaw State University will honor the approval by submitting a copy of the county proposal, approval and Human Participants Online Certificate to the KSU IRB Committee. VIII. COURSE GOALS AND OBJECTIVES: The Professional Teacher Education Unit prepares expert teachers and leaders who understand their disciplines and principles of pedagogy, who reflect on practice, and who apply these understandings to making instructional decisions that foster the success of all learners. As a result of the satisfactory fulfillment of the requirements of this course, the candidate will be able to: Course objective 8. Identify and analyze the sources of curriculum as a means of understanding and applying emerging trends and initiatives to improve student learning. 9. Critically analyze current curriculum research to understand tensions and 10 [Type text] PSC C&I Standard (Institutional Standard) 4.2, 4.3, 7.1 5.1, 6.1, 6.2, 7.1 NCATE Standard Experience/ Assignment 1e, 1f, 1g ● Course 1e, 1f, 1g Readings and Responses ● Literature Review ● Course Readings and complexities surrounding contemporary curriculum trends, issues, and discourses. 10. Demonstrate an ability to investigate, analyze, and reflect professionally in terms of the issues and trends likely to emerge in the field of curriculum. 11. Construct a personal and professional approach to identifying and analyzing future trends and issues in curriculum. 5. Explain and discuss the emerging policies and regulations that influence curriculum design, development, implementation, and evaluation. IX. 6. Responses ● Curriculum T&I Project 1.1, 6.1, 6.2, 7.1 1e, 1f, 1g ● Course Readings ● Curriculum 1.4, 3.1, 4.2, 5.1, 6.1, 7.1 1e, 1f 3.1, 5.1, 6.1, 6.2, 7.1, 7.2, 7.3 1e, 1f, 1g T&I Project ● Course Readings and Responses ● Curriculum T&I Project ● All Course Activities COURSE REQUIREMENTS/ASSIGNMENTS: Blog Postings on Readings. You will post to the class blog a focused, academic reaction to the readings for the week that articulates how your thinking is evolving in relation to the concepts discussed in the text. In addition, you will respond to the posts of two classmates. Literature Review. You will submit a comprehensive literature review that summarizes and critiques one or more contemporary trend/issue related to curriculum. 8. Curriculum Application and Reflection. Working in your own educational setting, you will apply one or more of trend/issue in curriculum to your practice and write a reflection paper about the issue impacts you, your students, your school. 9. Curriculum Trends & Issues Project. You will propose and design a curriculum project that synthesizes and applies what you have discovered about contemporary trends and issues in curriculum to your unique educational setting. You will prepare a holistic, comprehensive examination of the contexts, sources, implications, and applications of the issue(s) you have selected. 10. Curriculum Trends & Issues Presentation. You will present your curriculum project to the class in a multimedia format. 7. X. EVALUATION AND GRADING: A = 92% - 100% B = 84% - 91% C = 75% - 83% F = 0% - 74% Note: All written work should reflect careful organization of material and the high standards of investigation associated with graduate-level studies. All work submitted should follow APA 6th format. Manuscripts must be proofread to ensure accuracy in spelling, punctuation, and grammar. XI. Course Outline/TOPICS: 11 [Type text] ● ● ● ● ● ● ● ● ● ● ● ● ● ● What is curriculum? Re-visiting foundations of curriculum. Historical development of social, cultural, and political issues in curriculum. What’s New in Curriculum? Locating and exploring current research in curriculum. Educational Demographics and Communities Standardization and Accountability Curriculum Trends and Issues for Educational Reform and Improvement School and Curriculum Leadership New Teacher Induction and Professional Development Curriculum Trends and Issues for Instruction/Instructional Design Curriculum Trends and Issues for Multicultural and Diversity Education Curriculum Trends and Issues for The Learner Curriculum Trends and Issues for Secondary and Middle Schools Global Issues in Curriculum XII. REFERENCES AND BIBLIOGRAPHY Apple, M W., & Beane, J. A. (Eds.) (1995). Democratic schools. Alexandria, VA: Association for Supervision and Curriculum Development. Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York, NY: Teachers College Press. Dewey, J. (1956). The school and society: The child and the curriculum. Chicago, IL: The University of Chicago Press. Dewey, J. (1963). Experience and education. New York. NY: Macmillan. Dewey, J. (1966). Democracy and education. New York, NY: The Free Press. Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage (P.Clarke, Trans.). New York: Rowman & Littlefield. Freire, P. (2004). Pedagogy of indignation. Boulder, CO: Paradigm. Freire, P. (2005). Pedagogy of the oppressed (M. B. Ramos, Trans.). New York: Continuum. (Original work published 1970) Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. New York, NY: Teachers College Press. Goodlad, J. I. (2004). A place called school. New York, NY: McGraw Hill. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge. Joseph, P. B. (Ed.) (2010). Cultures of curriculum (2nd ed.). New York, NY: Routledge. 12 [Type text] McTighe, J., & Wiggins, G. (2004). Understanding by design: Professional development workbook. Alexandria, VA: Association for Supervision and Curriculum Development. Meier, D. (1995). The power of their ideas: Lessons from a small school in Harlem. Boston, MA: Beacon Press. Nichols, S. L., & Berliner, D. C. (2007). Collateral damage: How high-stakes testing corrupts america’s schools. Cambridge, MA: Harvard University Press. Perry, T., Moses, R. P., Wynne, J. T., Córtes, E., & Delpit, L. (Eds.) (2010). Quality education as a constitutional right: Creating a grassroots movement to transform public schools. Boston, MA: Beacon Press. Pinar, W. (Ed.) (1998). Curriculum: Toward new identities. New York, NY: Routledge. Pinar, W. F. (Ed.) (2003). International handbook of curriculum research. Mahwah, NJ: Lawrence Erlbaum. Pinar, W. F. (2011). What is curriculum theory? (2nd ed.). New York, NY: Routledge. Rodriguez, N. M., & Pinar, W. F. (Eds.) (2007). Queering straight teachers: Discourse and identity in education. New York, NY: Peter Lang. Rogers, R., Mosley, M., Kramer, M. A., and the Literacy for Social Justice Research Group (2009). Designing socially just learning communities. New York, NY: Routledge. Sizer, T. R. (1992). Horace’s compromise: The dilemma of the American high school. Boston, MA: Houghton Miflin. Sleeter, C. E. (2005). Un-standardizing the curriculum: Multicultural teaching in the standardsbased classroom. New York, NY: Teachers College Press. Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany, NY: State University of New York Press. Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Wood, G. H. (1992). Schools that work: America’s most innovative public education programs. New York, NY: Penguin. Additional Resources: Au, W. (2007). High-stakes testing and curriculum control: A qualitative meta-synthesis. Educational Researcher, 36(5), 258-267. Bagley, W.C. (1910). The educative process. New York: The Macmillan Company. 13 [Type text] Baker, B. (Ed.). (2009). New curriculum history. Rotterdam, The Netherlands: Sense Publishers. Bobbitt, F. J. (1918). The curriculum. Boston: Houghton Mifflin. (see Google Books) Brooks, J.S., & Miles, M. (2006). From Scientific Management to Social Justice...and Back Again? Pedagogical Shifts in the Study and Practice of Educational Leadership. International Electronic Journal for Leadership in Learning 10(21) http://www.ucalgary.ca/iejll/vol10/miles Cooper, A.J. (1892/1988). A voice from the South. New York: Oxford University Press. Cusick, C.M., (2009). Anna Julia Cooper, worth, and public intellectuals. Philosophia Africana, 12(1), 21-40. Doll, W.E. Jr. (1993). A post-modern perspective on curriculum. (pp. 174-183). New York: Teachers College Press nd Du Bois, W.E.B. (1903). The souls of black folk: Essays and sketches. 2 Ed., Chicago: A. C. McClurg & Co. Flinders, D.J., & Thornton, S.J. (Eds). (2009). The curriculum studies reader. (3rd Ed.) New York: Routledge Giroux, H.A. (1992). Curriculum, multiculturalism and the politics of identity. NAASP Bulletin, 76(548), 1-11. Janesick, V.J. (2003). Chronology (pp. 93-100). Curriculum trends: A reference handbook. Santa Barbara, CA:ABC-CLIO. Kentli, F.D. (2009). Hidden Curriculum Theories. European Journal of Educational Studies, 1(20), 83-87. Kilpatrick, J.H. (1941). The case for progressivism in education. Today’s Education: Journal of the National Education Association 30(7), 201-202. Ladson-Billings, G.(1991). Beyond Multicultural Illiteracy. Journal of Negro Education,60(2), 147-157. Lindsey, R.B., Roberts, L.M., & CampbellJones, F. (2005). The culturally proficient school: An Implementation guide for school leaders. Thousand Oaks, CA: Corwin Press. Margolis, E. (2001). The Hidden Curriculum in higher education, New York: Routledge. Ornstein, A.C., & Behar, L.S. (1995). Contemporary issues in curriculum. Boston: Allyn & Bacon. Parkay,W.F., Hass, G., & Anctil, E.J. (2010). Curriculum leadership: Readings for developing Quality educational programs (9th Ed.). Allyn & Bacon Pinar, W.F., Reynolds, W.M., Slattery, P., & Taubman, P.M. (Eds.). (2004). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. New York: Peter Lang. Ravitch, D. (1992). National standards and curriculum reform: A view from the Department of Education." NASSP BULLETIN 76, 548 (December 1992): 24-29. Solórzano, D.G., & Bernal, D. D. (2001). Examining transformational resistance through a Critical Race and LatCRit Theory framework: Chicano and Chicano students in an urban context. Urban Education, 36(3), 308-342. Schiro, M.S. (2007). Curriculum theory: Conflicting visions and enduring concerns. Los Angeles: SAGE Publications. nd Slattery, P. (2006). Curriculum development in the postmodern era, 2 ed. New York: Routledge. Stout, R.T., Tallerico, M., & Scribner, K.P. (1994). Values: The What? of the politics of education. Politics of Education Association Yearbook, 5-20. Swartz, E. (2009). Diversity: Gatekeeping knowledge and maintaining inequalities. Review of Educational Research, 79(2), 1044-1083. Termin, L.M. (1916). The measurement of intelligence. An Explanation of and a Complete Guide for the Use of the Stanford Revision and Extension of the Binet-Simon Intelligence Scale. Cambridge, MA: Houghton Miflin. Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago, University of Chicago Press. Watkins, W.H. (1993). Black curriculum orientations: A preliminary inquiry. Harvard Educational Review,63(3), 321-338. 14 [Type text] Watkins, W. (2009). Black curriculum orientations: Updates in research. In B. Baker (ed.), New Curriculum history, 137-139. Rotterdam, The Netherlands: Sense Publishers. Wiles, J. (1999). Curriculum essentials: A resource for educators. Boston: Allyn & Bacon. 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