The SAGE Handbook of Curriculum and Instruction » (1st Edition)

JoAnn Phillion is Associate Professor in the Department of Curriculum and Instruction at Purdue University. She received her Ph.D. from the Ontario Institute for Studies in Education of the University of Toronto at the Centre for Teacher Development with Michael Connelly. She was awarded the AERA Division B Outstanding Dissertation Award in 2000. She is past Chair of Division B Equity Committee and member of AERA Affirmative Action Council. She is Editor of Curriculum Inquiry. Her research interests are in narrative approaches to multiculturalism, teacher knowledge, and teacher education. She teaches graduate courses in curriculum theory and multicultural education, and an undergraduate course in pre-service teacher development. She is involved in international teacher development in Hong Kong and Honduras. She published Narrative Inquiry in a Multicultural Landscape: Multicultural Teaching and Learning with Ablex Publications in 2002.

F. Michael Connelly is Professor Emeritus, and formerly Director, Centre for Teacher Development,  and Chair, Department of Curriculum, Ontario Institute for Studies in Education/University of Toronto (OISE/UT). He is Director of a Hong Kong Institute of Education/OISE/UT Doctoral Program, and a founder and editor of Curriculum Inquiry.  Professor Connelly was the recipient of the 1987 Outstanding Canadian Curriculum Scholar Award of the Canadian Society for the Study of Education, the 1991 Canadian Education Association Whitworth Award for Educational Research, the 1995 Ontario Confederation of University Faculty Associations Outstanding Teaching Award, and the 1999Lifetime Achievement Award in Curriculum Studies from the American Educational Research Association.   He has written widely, with his collaborator Jean Clandinin, in science education, teaching and teacher knowledge, curriculum and narrative inquiry.

Ming Fang He is an Associate Professor of Curriculum Studies at Georgia Southern University.  She received her Ph.D. from the Ontario Institute for Studies in Education of the University of Toronto at the Centre for Teacher Development with Michael Connelly. She taught English as a Foreign Language in P. R. China and English as a Second Language to immigrant adults and children in Toronto, Canada.  She currently advises doctoral students, directs doctoral dissertations, and teaches graduate courses in curriculum studies, multicultural education, and qualitative research methods.  Her preservice teacher education courses are in foundations of education.  She has also taught doctoral level courses in Hong Kong, and currently advises doctoral students and serves on dissertation committees, for the Ontario Institute for Studies in Education cohort-based doctoral program for Hong Kong Institute of Education faculty members.  Her work is on cross-cultural narrative inquiry of language, culture, and identity in multicultural contexts, cross-cultural teacher education and curriculum studies.  Her book, A River Forever Flowing:  Cross-Cultural Lives and Identities in the Multicultural Landscape, is published with Information Age Publishing.  She is Professor of Curriculum, an editor of Curriculum Inquiry, and an associate editor of Multicultural Perspectives. 

The Sage Handbook of Curriculum and Instruction emerges from a concept of curriculum and instruction as a diverse landscape defined and bounded by schools, school boards and their communities, policy, teacher education, and academic research. Each contributing author was asked to comprehensively review the research literature in their assigned topic. These topics, however, are defined by practical places on the landscape e.g. schools and governmental policies for schools.

Key Features:

• Presents a different vision or reconceptualization of the field
• Provides a comprehensive and inclusive set of authors, ideas, and topics
• Takes a global rather than North American parochial approach
• Recognizes that curriculum and instruction is broader in scope than is suggested by university research and theory
• Reflects post-1992 changes in curriculum policy, practice and scholarship
• Represents a rethinking of how school subject matter areas are treated

The contents of the Handbook are recognizable by high level practitioners with curriculum making jobs to do. Teacher education is included in the Handbook with the intent of addressing the role and place of teacher education in bridging state and national curriculum policies and curriculum as enacted in classrooms.

Meet the authors! phillion@purdue.edu 

Acknowledgments     viii
Introduction: Planning The Handbook: Practice, Context, and Theory   F. Michael Connelly   Ming Fang He   JoAnn Phillion   Candace Schlein     ix
Curriculum in Practice     1
Introductory Essay   Ian Westbury     1
Making Curriculum
Curriculum Policy and the Politics of What Should Be Learned in Schools   Ben Levin$dConsulting Authors: Geraldine Anne-Marie Connelly and Ulf P. Lundgren     7
Curriculum Planning: Content, Form, and the Politics of Accountability   Michael W. Apple$dConsulting Authors: Carlos Alberto Torres and Geoff Whitty     25
Making Curricula: Why Do States Make Curricula, and How?   Ian Westbury$dConsulting Authors: Stefan T. Hopmann and Leonard J. Waks     45
Subject Matter: Defining and Theorizing School Subjects   Zongyi Deng   Allan Luke$dConsulting Authors: John Chi-kin Lee and Margaret Placier     66
Managing Curriculum
Structuring Curriculum: Technical, Normative, and Political Considerations   Kevin G. Welner   Jeannie Oakes$dConsulting Authors: Michelle Fine and Kenneth R. Howe     91
Curriculum Implementation and Sustainability   Michael Fullan$dConsulting Authors: David Hopkins and James Spillane     113
Technology's Role in Curriculum and Instruction   Barbara Means$dConsulting Authors: Larry Cuban and Stephen T. Kerr     123
Curriculum in Context     145
Introductory Essay   Allan Luke     145
Diversifying Curriculum
Curriculum and Cultural Diversity   Gloria Ladson-Billings   Keffrelyn Brown$dConsulting Authors: Kathryn H. Au and Geneva Gay     153
Identity, Community, and Diversity: Retheorizing Multicultural Curriculum for the Postmodern Era   Sonia Nieto   Patty Bode   Eugenie Kang   John Raible$dConsulting Authors: Cherry A. McGee Banks and Sofia Villenas     176
Students' Experience of School Curriculum: The Everyday Circumstances of Granting and Withholding Assent to Learn   Frederick Erickson   Rishi Bagrodia   Alison Cook-Sather   Manuel Espinoza   Susan Jurow   Jeffrey J. Shultz   Joi Spencer$dConsulting Authors: Robert Boostrom and Pedro Noguera     198
Immigrant Students' Experience of Curriculum   Ming Fang He   JoAnn Phillion   Elaine Chan   Shijing Xu$dConsulting Authors: Jim Cummins and Stacey J. Lee     219
Teaching for Diversity: The Next Big Challenge   Mel Ainscow$dConsulting Authors: Chris Forlin and Roger Slee     240
Teaching Curriculum
Teacher Education as a Bridge? Unpacking Curriculum Controversies    Marilyn Cochran-Smith   Kelly E. Demers$dConsulting Authors: Ann Lieberman and Ana Maria Villegas     261
Cultivating the Image of Teachers as Curriculum Makers   Cheryl J. Craig   Vicki Ross$dConsulting Authors: Carola Conle and Virginia Richardson     282
Teachers' Experience of Curriculum: Policy, Pedagogy, and Situation   William Ayers   Therese Quinn   David O. Stovall   Libby Scheiern$dConsulting Authors: Freema Elbaz-Luwisch and Janet L. Miller     306
Internationalizing Curriculum
Indigenous Resistance and Renewal: From Colonizing Practices to Self-Determination   Donna Deyhle   Karen Swisher   Tracy Stevens   Ruth Trinidad Galvan$dConsulting Authors: Teresa L. McCarty and Linda Tuhiwai Smith     329
Globalization and Curriculum   Kathryn M. Anderson-Levitt$dConsulting Authors: Lynne Paine and Fazel Rizvi     349
Community Education in Developing Countries: The Quiet Revolution in Schooling   Joseph P. Farrell$dConsulting Authors: Ash Hartwell and John N. Hawkins     369
Curriculum in Theory     391
Introductory Essay   William H. Schubert     391
Inquiring Into Curriculum
Curriculum Inquiry   William H. Schubert$dConsulting Authors: Craig Kridel and Edmund C. Short     399
Curriculum Policy Research    Edmund C. Short$dConsulting Author: Nina Basica     420
Hidden Research in Curriculum   Robin J. Enns$dConsulting Author: Margaret Haughey     431
Reenvisioning the Progressive Tradition in Curriculum   David T. Hansen   Rodino Anderson   Jeffrey Frank   Kiera Nieuwejaar$dConsulting Authors: Gert J. J. Biesta and Jim Garrison     440
What the Schools Teach: A Social History of the American Curriculum Since 1950   Barry M. Franklin   Carla C. Johnson$dConsulting Authors: Gary McCulloch and William J. Reese     460
Curriculum Development in Historical Perspective   J. Wesley Null$dConsulting Authors: Geoffrey Milburn and Wiel Veugelers     478
Curriculum Theory Since 1950: Crisis, Reconceptualization, Internationalization   William F. Pinar$dConsulting Authors: Donald Blumenfeld-Jones and Patrick Slattery     491
The Landscape of Curriculum and Instruction: Diversity and Continuity   F. Michael Connelly   Shijing Xu$dConsulting Authors: Elliot W. Eisner and Philip W. Jackson     514
Author Index     534
Subject Index     558
About the Editors     586
About the Part Editors     588
About the Consulting Authors     589
About the Contributing Authors     597