J. Spencer Clark – författare

Curriculum Theory, History, and Applications for Education serves as a comprehensive guide to curriculum history, theory, and contemporary curriculum applications, offering essential context for modern curriculum theories and courses. This textbook begins with a concise history of twentieth-century curriculum ideology and development, offering essential context for modern curriculum theories and schooling. It then explores fifteen curriculum ideologies, over ten chapters, and examines their goals, intended outcomes, limitations, and consequences in educational contexts. In the final “Applications” section, readers will engage with interpretive curriculum frameworks – influenced by theorists such as Doll, Huebner, Cherryholmes, and Kincheloe – and learn how to apply and implement the ideologies, epistemologies, and theories in the classroom. This valuable resource helps readers understand curriculum ideological inheritances, the ways in which curriculum shapes schooling, and offers modern alternative ideologies and theories to transform school or district curricula from deficit-based to asset-based or student-centered approaches. Combining theory with practice, this textbook will be essential reading for graduate students and advanced undergraduate students in curriculum studies, curriculum theory, foundations of education, education policy, history of education, and philosophy of education courses.

Curriculum Theory, History, and Applications for Education serves as a comprehensive guide to curriculum history, theory, and contemporary curriculum applications, offering essential context for modern curriculum theories and courses. This textbook begins with a concise history of twentieth-century curriculum ideology and development, offering essential context for modern curriculum theories and schooling. It then explores fifteen curriculum ideologies, over ten chapters, and examines their goals, intended outcomes, limitations, and consequences in educational contexts. In the final “Applications” section, readers will engage with interpretive curriculum frameworks – influenced by theorists such as Doll, Huebner, Cherryholmes, and Kincheloe – and learn how to apply and implement the ideologies, epistemologies, and theories in the classroom. This valuable resource helps readers understand curriculum ideological inheritances, the ways in which curriculum shapes schooling, and offers modern alternative ideologies and theories to transform school or district curricula from deficit-based to asset-based or student-centered approaches. Combining theory with practice, this textbook will be essential reading for graduate students and advanced undergraduate students in curriculum studies, curriculum theory, foundations of education, education policy, history of education, and philosophy of education courses.

Curriculum Theory, History, and Applications for Education serves as a comprehensive guide to curriculum history, theory, and contemporary curriculum applications, offering essential context for modern curriculum theories and courses. This textbook begins with a concise history of twentieth-century curriculum ideology and development, offering essential context for modern curriculum theories and schooling. It then explores fifteen curriculum ideologies, over ten chapters, and examines their goals, intended outcomes, limitations, and consequences in educational contexts. In the final "e;Applications"e; section, readers will engage with interpretive curriculum frameworks - influenced by theorists such as Doll, Huebner, Cherryholmes, and Kincheloe - and learn how to apply and implement the ideologies, epistemologies, and theories in the classroom. This valuable resource helps readers understand curriculum ideological inheritances, the ways in which curriculum shapes schooling, and offers modern alternative ideologies and theories to transform school or district curricula from deficit-based to asset-based or student-centered approaches. Combining theory with practice, this textbook will be essential reading for graduate students and advanced undergraduate students in curriculum studies, curriculum theory, foundations of education, education policy, history of education, and philosophy of education courses.

Curriculum Theory, History, and Applications for Education serves as a comprehensive guide to curriculum history, theory, and contemporary curriculum applications, offering essential context for modern curriculum theories and courses. This textbook begins with a concise history of twentieth-century curriculum ideology and development, offering essential context for modern curriculum theories and schooling. It then explores fifteen curriculum ideologies, over ten chapters, and examines their goals, intended outcomes, limitations, and consequences in educational contexts. In the final "e;Applications"e; section, readers will engage with interpretive curriculum frameworks - influenced by theorists such as Doll, Huebner, Cherryholmes, and Kincheloe - and learn how to apply and implement the ideologies, epistemologies, and theories in the classroom. This valuable resource helps readers understand curriculum ideological inheritances, the ways in which curriculum shapes schooling, and offers modern alternative ideologies and theories to transform school or district curricula from deficit-based to asset-based or student-centered approaches. Combining theory with practice, this textbook will be essential reading for graduate students and advanced undergraduate students in curriculum studies, curriculum theory, foundations of education, education policy, history of education, and philosophy of education courses.

This book examines the development of civic education in the United States through the lives of two teachers at Shortridge High School (SHS) in Indianapolis around 1900. After situating civic education at the turn-of-the-century, the book describes the career of Laura Donnan—her influences, teaching, extracurriculars, and civic life—through the lens of her unique epistemology, shaped by negotiating the gendered ideologies of her era. Then, the book re-examines Arthur W. Dunn’s career, focusing on his ten years at SHS, and the influence of Donnan on his popular community civics curriculum and subsequently the 1916 report “The Social Studies in Secondary Education.” Previous scholars have overlooked Dunn’s time at SHS, viewing it simply as a stepping stone for the progressive educator’s career. This book argues that Dunn’s time at SHS was pivotal to his career due to influential colleagues, primarily Donnan. To conclude, Clark discusses the implications of Donnan’s epistemology in shaping civic education in the United States.

Teaching Literacy and Social Studies: An Integrated Approach for a Diverse and Changing World focuses on merging literacy development with social studies education. The book provides future educators with strategies to enhance students' literacy skills while simultaneously deepening their understanding of social studies content. Tools for effective, evidence-based literacy instruction are integrated throughout the text, underscoring the necessity of preparing students for a global society.Readers learn how to construct meaningful reading opportunities and foster a passion for lifelong reading through children's literature. The book emphasizes the importance of agency, choice, and voice in literacy instruction, recognizing these as critical factors for preparing students for real-world situations. The text also examines the relationship between public education, literacy instruction, and civic engagement, as well as exploring contemporary issues in literacy such as digital, global, and assessment literacies.Teaching Literacy and Social Studies is an ideal textbook for courses in education. It is particularly relevant for students pursuing teaching credentials in elementary education, as well as in-service teachers looking to bolster their strategies for promoting comprehensive literacy and engaging students in civic-minded discourse.