The SAGE Handbook of Curriculum and Instruction

The SAGE Handbook of Curriculum and Instruction is the first book in 15 years to comprehensively cover the field of curriculum and instruction. Editors F. Michael Connelly, Ming Fang He, and JoAnn Phillion, along with contributors from around the world, synthesize the diverse, real-world matters that define the field. This long-awaited Handbook aims to advance the study of curriculum and instruction by re-establishing continuity within the field while acknowledging its practical, contextual, and theoretical diversity. Key Features Offers a practical vision of the field: Defines three divisions—school curriculum subject matter, curriculum and instruction topics and preoccupations, and general curriculum theory. Presents the breadth and diversity of the field: A focus on the diversity of problems, practices, and solutions, as well as continuity over time, illustrates modern curriculum and instruction while understanding historical origins. Gives an evolutionary rather than a revolutionary focus: Offers a new way of interpreting the history of curriculum studies, which connects past, present, and future, leading to more productive links between practice, policy, and politics. Intended Audience This Handbook contributes to stronger ties between school practice, public debate, policy making, and university scholarship, making it a valuable resource for professors, graduate students, and practitioners in the field of education. It is an excellent choice for graduate courses in Curriculum and Instruction, Curriculum Theory and Development, Curriculum Studies, Teacher Education, and Educational Administration and Leadership. List of Contributors Mel Ainscow Kathryn Anderson-Levitt Rodino Anderson Michael Apple Kathryn Au William Ayers Rishi Bagrodia Cherry McGee Banks Nina Bascia Gert Biesta Donald Blumenfeld-Jones Patty Bode Robert E. Boostrom Keffrelyn D. Brown Elaine Chan Marilyn Cochran-Smith Carola Conle F. Michael Connelly Geraldine Anne-Marie Connelly Alison Cook-Sather Cheryl J. Craig Larry Cuban Jim Cummins Kelly Demers Zongyi Deng Donna Deyhle Elliot Eisner Freema Elbaz Robin Enns Frederick Erickson Manuel Espinoza Joe Farrell Michelle Fine Chris Forlin Jeffrey Frank Barry Franklin Michael Fullan Jim Garrison Ash Hartwell Ming Fang He Geneva Gay David T. Hansen Margaret Haughey John Hawkins David Hopkins Stefan Hopmann Kenneth Howe Philip Jackson Carla Johnson Susan Jurow Eugenie Kang Stephen Kerr Craig Kridel Gloria Ladson-Billings John Chi-kin Lee Stacey Lee Benjamin Levin Anne Lieberman Allan Luke Ulf Lundgren Teresa L. McCarty Gary McCulloch Barbara Means Geoffrey Milburn Janet Miller Sonia Nieto Kiera Nieuwejaar Pedro Noguera J. Wesley Null Jeannie Oakes Lynne Paine JoAnn Phillion William F. Pinar Margaret Placier Therese Quinn John Raible Bill Reese Virginia Richardson Fazel Rizvi Vicki Ross Libby Scheiern Candace Schlein William Schubert Edmund Short Jeffrey Shultz Patrick Slattery Roger Slee Linda Tuhiwai Smith Joi Spencer James Spillane Tracy Stevens David Stovall Karen Swisher Carlos Alberto Torres Ruth Trinidad Wiel Veugelers Ana María Villegas Sophia Villenas Leonard Waks Kevin G. Welner Ian Westbury Geoff Whitty Shi Jing Xu

Table of Contents:
Acknowledgments Introduction - F. Michael Connelly, Ming Fang He, JoAnn Phillion, Candace Schlein PART I. CURRICULUM IN PRACTICE SECTION A: MAKING CURRICULUM 1. Curriculum Policy and the Politics of What Should Be Learned in Schools - Benjamin Levin 2. Curriculum Planning: Content, Form,and the Politics of Accountability - Michael Apple 3. Making Curricula: Why Do States Make Curricula, and How? - Ian Westbury 4. Subject Matter: Defining and Theorizing School Subjects - Zongyi Deng and Allan Luke SECTION B: MANAGING CURRICULUM 5. Structuring Curriculum: Technical, Normative, and Political Considerations - Kevin G. Welner and Jeannie Oakes 6. Curriculum Implementation and Sustainability - Michael Fullan 7. Technology′s Role in Curriculum and Instruction - Barbara Means PART II. CURRICULUM IN CONTEXT Introductory Essay - Allan Luke SECTION C: DIVERSIFYING CURRICULUM 8. Curriculum and Cultural Diversity - Gloria Ladson-Billings, Keffrelyn D. Brown 9. Identity, Community, and Diversity: Retheorizing Multicultural Curriculum for the Postmodern Era - Sonia Nieto, Patty Bode, Eugenie Kang, and John Raible 10. Students′ Experience of School Curriculum: Everday Circumstances of Granting and Withholding Assent to Learn - Frederick Erickson with Rishi Bagrodia, Alison Cook-Sather, Manuel Espinoza, Susan Jurow, Jeffrey Shultz, and Joi Spencer 11. Immigrant Students′ Experience of Curriculum - Ming Fang He, JoAnn Phillion, Elaine Chan, and Shijing Xu 12. Teaching for Diversity: The Next Big Challenge - Mel Ainscow SECTION D: TEACHING CURRICULUM 13. Teacher Education as a Bridge? Unpacking Curriculum Controversies - Marilyn Cochran-Smith and Kelly Demers 14. Cultivating the Image of Teachers as Curriculum Makers - Cheryl J. Craig and Vicki Ross 15. Teachers′ Experience of Curriculum: Policy, Pedagogy, and Situation - William Ayers, Therese Quinn, David Stovall, and Libby Scheiern SECTION E: INTERNATIONALIZING CURRICULUM 16. Indigenous Resistance and Renewal: From Colonizing Practices to Self-Determination - Donna Deyhle, Karen Swisher, Tracy Stevens, and Ruth Trinidad 17. Globalization and Curriculum - Kathryn Anderson-Levitt 18. Community Education in Developing Countries: The Quiet Revolution in Schooling - Joe Farrell PART III. CURRICULUM IN THEORY Part III Introductory Essay - William Schubert SECTION F: INQUIRING INTO CURRICULUM 19. Curriculum Inquiry - William Schubert 20. Curriculum Policy Research - Edmund Short 21. Hidden Research in Curriculum - Robin Enns 22. Reenvisioning the Progressive Tradition in Curriculum - David T. Hansen, Rodino Anderson, Jeffrey Frank, and Kiera Nieuwejaar 23. What the Schools Teach: A Social History of the American Curriculum Since 1950 - Barry Franklin, and Carla Johnson 24. Curriculum Development in Historical Perspective - J. Wesley Null 25. Curriculum Theory Since 1950: Crisis, Reconceptualization, Internationalization - William F. Pinar 26. The Landscape of Curriculum and Instruction: Diversity and Continuity - F. Michael Connelly, Shi Jing Xu Author Index Subject Index About the Editors About the Part Editors About the Consulting Authors About the Contributing Authors

About the Author :
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 1999 Lifetime 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.  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.