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Curriculum Theory: Conflicting Visions and Enduring Concerns, 2nd Edition, by Michael Stephen Schiro
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The Second Edition of Curriculum Theory: Conflicting Visions and Enduring Concerns by Michael Stephen Schiro presents a clear, unbiased, and rigorous description of the major curriculum philosophies that have influenced educators and schooling over the last century. The author analyzes four educational visions―Scholar Academic, Social Efficiency, Learner Centered, and Social Reconstruction―to enable readers to reflect on their own educational beliefs and more productively interact with educators who might hold different beliefs.
- Sales Rank: #302648 in Books
- Brand: Brand: SAGE Publications, Inc
- Published on: 2012-04-24
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x 7.25" w x .75" l, 1.19 pounds
- Binding: Paperback
- 320 pages
- Used Book in Good Condition
About the Author
Michael Stephen Schiro has taught at the elementary, middle, and high school levels. He received his bachelorate from Tufts University and his doctorate from Harvard University. In the 1960’s he worked for school desegregation n North Carolina. In the 1970’s he worked to improve urban education in Lowell, Massachusetts. He was chair of the Department of Teacher Education and School Administration at Boston College in the 1980’s. He specializes in mathematics education and curriculum theory, and taught courses in mathematics education, curriculum theory, computer education, literacy, and multicultural education at Boston College from 1974 to 2009, when he retired. He published eleven books with such diverse titles as Integrating Children's Literature and Mathematics in the Classroom, Oral Story Telling and Teaching Mathematics, Mega-Fun Math Games, Curriculum for Better Schools: The Great Ideological Debate, and Tan and the Shape Changer.
Most helpful customer reviews
2 of 2 people found the following review helpful.
From Conflicting Visions to Systematic Improvment
By Jenny Johnson
In Curriculum Theory: Conflicting Visions and Enduring Concerns, Michael Stephen Schiro provides a rigorous description and outlook on the major curriculum ideologies that have developed over the 20th century and that still largely impact our education system today. The four curriculum ideologies identified are Scholar Academic, Social Efficiency, Learner Centered, and Social Reconstruction. Schiro reminds the readers that our actions, as educators and curriculum developers, are largely a combination of the characteristics of each ideology and furthermore, that our beliefs may still be centered on one ideology. In the introduction, readers are asked to complete a short inventory that allows them to visually graph their curriculum actions and beliefs. This gives you, as a reader, a perspective of how your experiences have impacted the lens for which you view education. Then as you continue to read, you will notice your lens broadening and shifting based on the perspectives you gain through each chapter. This is the purpose of the text, as described by Schiro (2013). The purpose is “provide readers with a sympathetic perspective on the visions of schooling” and “give readers a perspective on their own philosophies of education” (p. 3). As an educator in the current reform movement, I found these aims largely vital in ensuring systematic improvement in our schools.
The four middle chapters go into detail over each curriculum ideology. In each chapter, Schiro outlines the ideology’s educational aims, view of children, perspective on learning, concept of teaching, epistemological beliefs of knowledge, and concerns of assessment and evaluation. Throughout the chapter, your understanding the ideology’s conceptual framework is further developed through a thorough description of the historical framework. The historical framework provides readers with an understanding of how the ideologies have developed, major influences of the ideologies’ development, and how the ideologies have altered throughout the last century. Furthermore, Schiro’s extensive overview of the ideologies’ conceptual framework provides the readers with a thorough understanding in order to make adjustments and/or shifts in personal curriculum beliefs situated among the ideologies. The final two chapters assist the readers in further exploring the interaction of the ideologies and the dynamic nature of change in our own beliefs and the coalesced beliefs of our education system.
In the concluding statement of the text, Schiro states, “And I hope this perspective will provide educators with the personal insights and power they need to make themselves into the people they want to be as they confront the multiple visions for the future of education that compete for their allegiance” (p. 261). This statement exemplifies the future of educational reform. Exceptional leadership begins first by becoming more reflective in our actions and thoughts through “personal insights” and identification of our core beliefs. It is through this process, that we begin to possess the skills needed in order to create a shared vision for our school based on collective ideologies. Moreover, it is through this shared vision that we are able to develop a culture of continuous improvement. Schiro’s extensive text will provide teacher leaders with an understanding of the dynamic nature of change and systematic thinking in order to respect each ideology’s strengths and weaknesses and move forward with an action plan of improvement.
2 of 2 people found the following review helpful.
Exploring Ideologies and Reflecting on Self
By Melissa Holmes
This second edition of Michael Schiro’s (2013) text is designed to provide a thorough discussion of four distinct curriculum ideologies: Scholar Academic, Social Efficiency, Learner Centered, and Social Reconstruction. Schiro’s writing is easy to read and his earnest tone helps draws the reader into personal reflection on the topic. The first chapter includes a brief overview of each ideology and describes the intended audience, which includes curriculum practitioners, disseminators, evaluators, advocates, developers, and theorists. He clearly explains how he selected to use ideology rather than philosophy, and he describes the alignment of his classification scheme with those of other researchers. Readers are encouraged at the beginning of the chapter to complete the inventory included in the appendix as a pre-assessment of their perspectives on curriculum.
For each of the four highlighted ideologies, Schiro provides a chapter that follows a specified structure. Each includes an overview of the ideology along with an example of how the ideology is enacted in current classroom practice. He details assumptions of the ideology and explains its historical context. Schiro explores the perspective of the given ideology in relation to the following topics:
• Aims
• Child
• Learning
• Teaching
• Knowledge
• Evaluation
Although this structure often results in unnecessary repetition of various ideas, readers likely will appreciate Schiro’s efforts to provide a multifaceted view the complexities surrounding each ideology. He embeds discussion related to current controversies in education. Issues explored have ramifications for all levels of education, including K-12 and post-secondary settings.
The sixth chapter provides a comparative overview of the four curriculum ideologies. Schiro compares and contrasts the ideologies, considering, for example, relationships between sources and uses of knowledge as well as relationships between objective and subjective reality. The ideologies are brought to life for readers through mini-plays that illustrate how teachers who hold beliefs reflective of each of the different ideologies might discuss various curricular issues related to their daily instruction.
In the final chapter of this text, Schiro encourages readers to revisit the Curriculum Ideologies Inventory to determine if any of their views have changed. He discusses educators’ curriculum life histories and explains a variety of factors that might lead an educator to emphasize different ideologies at different points in his or her career. He also addresses questions such as, “Can an educator simultaneously base his or her practice on more than one ideology?” Included in this thought-provoking chapter are short summaries of multiple educators’ journeys with curriculum ideologies that illustrate points discussed.
Overall, this text met my expectations and prompted me to engage in reflection on my views about curriculum and the role of education in general. I appreciated the additional sources on which Schiro based his discussions; at times, however, he relied too heavily on a given source. In addition, this text would benefit from thorough copyediting to correct the numerous typos that distracted from an otherwise well written book.
2 of 2 people found the following review helpful.
Like me, Learner Centered person believes that experiential knowledge ...
By abdullah alrashed
Asma Bin Ateeq
Before reading Curriculum theory: conflicting visions and enduring concerns, I understood myself and my philosophy of education, but it had not yet been deepened by exposure to different and quite progressive ways of thinking and form my clear philosophy. Now, my philosophy of education has become clearer and ethically aware and more willing to take appropriate risks also. I have a greater vision for my sense of place in the world, as a teacher and a facilitator of understanding, wisdom, grace, creativity, peace, and liberation from righteous ignorance. Schiro presents in his book a four curriculum ideologies Scholar Academic Ideology, Social Efficiency Ideology, Learner Centered Ideology, and Social Reconstruction Ideology. In each ideologies has discussed the overview of the ideology, history, aims, the child, learning, knowledge, teaching, and evaluation. The last a couple chapters will be a comparison between the four ideologies and going more in depth of the individual perspective on the curriculum ideologies.
In Scholar Academic Ideology, chapter two, the teachers have to be experts about their subject. The teacher has to transfer all the knowledge to the students. Students would be required to memorize information and to learn in my opinion by rigid methods that were not serving them. Scholar Academic teachers are viewed the child as a mind and they are evaluating the children to check on them if they meet the standard.
Social Efficiency Ideology, in the chapter three, Schiro discussed the goal of this ideology which is training the citizens/students to meet the society needs. The educators who are believing in that are pushing their student to gain skills by doing and practice them. They are also view learning as process and throughout these process the students will be able to change and improve. The teacher here is a leader who is leading, controlling the students, and giving them formative and summative evaluation.
One clear ideologies that exemplifies these advantages and is an intellectual model to me is Learner Centered Ideology which is chapter four. It is the one that has had the most impact on me as an educator and a woman. I want to use and practice Learner Centered Ideology with my future kindergarten students because it is the closest match to my views on teaching, education, and schools as possible. Learner Centered believed in growth of individuals as an important way to develop children’s intrinsic capabilities. Like me, Learner Centered person believes that experiential knowledge is essential for all students. I, too, believe in the cultivation of experience of as a way to access greater brain and vision capacity. Through the process of learning, I believe that higher, more mysterious, intuitive, and free aspects of the brain’s functioning can be allowed to flow out. This can also help students to construct their knowledge through assimilation and accommodation. I feel a kinship with Learner Centered people because they are working in search of refinement of vision of each individual students. Learner Centered Ideology teaches us that children are capable of great things and that we should invest in them in the right ways, from where they are. To me, it is the closest match to me in terms of ideas about making progress in the field of education.
Social Reconstruction education model which is chapter five is imbued with the kind of sensitivity that is fit for our ever more multiracial and multicultural situations worldwide. It is suitable for the world as it is today, and more than that, it anticipates some of the doctrinal problems and imbalances, politically, religiously, and economically. Social reconstruction people are preparing themselves for the role of high-level social reformer. They are working really hard for experiencing the world. They believe in the knowledge as a way of developing sensitivity and empathy, and they have the foresight to see that it would act as a kind of bridge for intimate relationship with culture, environment, and people. Through education, people could come to appreciate aspects of other cultures while understanding their own cultural position. For me, this is a part of my philosophy and I would want my students to be able to understand themselves and their identity as well as their place in the world. There is a lot of world out there and I am really looking forward to opening my students’ eyes, beyond country, beyond cultural barriers.
Schiro’s ideas have had an impact in my own curriculum development and teaching style, such that the old ways of working with my students that has no certain ideology seem so thoughtless and obsolete. Ultimately, I hope that education at all levels would reach the point where Schiro hopes to take us, in which four philosophical visions can coexist for students and their teachers.
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