Curriculum and Instruction (Debating Issues in American Education: A SAGE Reference Set)
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Education of America's school children always has been and always will be a hot-button issue. From what should be taught to how to pay for education to how to keep kids safe in schools, impassioned debates emerge and mushroom, both within the scholarly community and among the general public. This volume in the point/counterpoint Debating Issues in American Education reference series tackles the topic of curriculum and instruction. Fifteen to twenty chapters explore such varied issues as alternative curriculum, curriculum control, standardized curricula, subject- versus student-centered curricula, textbooks, and more. Each chapter opens with an introductory essay by the volume editor, followed by point/counterpoint articles written and signed by invited experts, and concludes with Further Readings and Resources, thus providing readers with views on multiple sides of curriculum and instruction issues and pointing them toward more in-depth resources for further exploration.
After all, why would any educator not want to employ the best possible teaching practices, improve their certification programs, or allow any child to fall behind other ones academically? However, accreditation is one of the most contentious topics in many higher education institutions. In part, this contention parallels similar difficulties voiced by PK–12 educators: Professors and other seasoned professionals in higher education are reluctant to relinquish freedom to design and implement
and roots. Students who have already acquired knowledge of the alphabetic and pattern tiers of written English are well poised to benefit from the study of these multisyllabic words and their word parts. The generative potential of word study in this tier is exponential because of the many spelling-meaning connections within derivationally related word groups such as recite, recital, and recitation. Acquiring the specific word features characteristic of each tier of English orthography takes the
the inquiry as curricular framework and family-led literature discussions, discussed in the following sections of this essay. Inquiry as Curricular Framework and English-Only Learning The challenge of effectively meeting the linguistic needs of English language learners in an English-Only environment requires curriculum and instruction that avoids rote and repetitive learning. Instruction needs to be planned methodically and crafted in challenging and critical ways. Inquiry needs to be an
New Haven, CT: Yale University Press. Foucault, M. (1977). Discipline and punish: The birth of the prison (A. Sheridan, Trans.). New York: Pantheon Books. Graham, G. (2002). Universities: The recovery of an idea. Charlottesville, VA: Imprint Academic. Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2007). Studio thinking: The real benefits of visual arts education. New York: Teachers College Press. Keinanen, M., Hetland, L., & Winner, E. (2000). Teaching cognitive skill through dance:
creative contributions to society. COUNTERPOINT: Rosa Aurora Chávez-Eakle Washington International Center for Creativity, Washington Center for Psychoanalysis T he aim of this essay is to show why gifted education should not be focused only on teaching advanced and accelerated curricular content. Instead, the focus of gifted education should involve helping students to better understand and realize their potential and talents, particularly their different ways of thinking and experiencing