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When best practices aren’t: A Schwabian perspective on teaching

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The curriculum literature has much to say about the ecological fallacy embodied in the ‘best practices’ movement. The work of Schwab anticipated much of it by reminding us of the dangers of trying to control classroom practices from afar, with the use of theoretical representations of classrooms that were, by definition, never fully like their real counterparts. The North American discourse on the quality of teaching can be substantively improved by being understood through this important Schwabian lens.
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Keywords: Schwab; best practices; curriculum theory; teacher quality

Document Type: Research Article

Affiliations: University of Iowa, Teaching and Learning, N259 LindquistIowa city, USA

Publication date: 01 February 2012

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