Synoptic curriculum texts: representation of contemporary curriculum scholarship

Authors: Kim, Pyeong‐Gook1; Marshall, J. Dan2

Source: Journal of Curriculum Studies, Volume 38, Number 3, Number 3/June 2006 , pp. 327-349(23)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

Building upon past studies of curriculum textbooks in the US, this paper presents an analytical framework that classifies curriculum texts according to their representation of reconceptualized curriculum scholarship. It uses four indicators of the representation of curriculum scholarship in the analyses of eight curriculum texts published in the USA in the 1990s: the author's stated intentions; the organization of the table of contents; the treatment of the forms of reconceptualism; and the ratio of curriculum and non-curriculum journal citations. The analysis finds that reconceptualized curriculum scholarship has been at least mentioned, if not extensively treated, in most texts since the mid-1980s, and that this approach is most comprehensively treated in books published in the 1990s.

Keywords: curriculum consultants; curriculum in history; curriculum scholarship

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/00220270500455202

Affiliations: 1: Gyeongin National University of Education, Gyodae Street 45, Gyeyang‐Gu, Incheon, 407‐753, South Korea 2: Department of Curriculum and Instruction, Pennsylvania State University, University Park, PA, USA

Publication date: June 1, 2006

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