By Miriam Ben-Peretz
During this ground-breaking ebook the writer analyzes the jobs and features of lecturers as they use and build curriculum fabrics. She offers a conceptual framework for analyzing other kinds of fabrics, for making plans educational settings in accordance with those interpretations, and offers lecturers with suggestions and methods that may allow them to exploit curriculum fabrics professionally and flexibly. The booklet addresses the necessity for extra specialist and artistic use of curriculum fabrics, and heightened instructor involvement within the procedure. Implications of her proposed process for instructor schooling and employees improvement are supplied.
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Extra resources for The teacher-curriculum encounter : freeing teachers from the tyranny of texts
4. Additional instructional materials, such as worksheets, films, tapes, and so forth. 5. Materials for student assessment, tests, and other kinds of examination modes, such as questionnaires measuring attitudes toward specific subject matter areas. 6. A comprehensive "curriculum package" consisting of teachers' guidebooks, student textbooks, audiovisual material, and tests. 7. Scientific texts or literary texts, which may become the "curriculum" used by teachers. 8. Sometimes even their students, or their students' parents, may be involved in this process.
1978): "Staff development and school change," Teachers College Record 80, 1:69–94. (1982): The Culture of School and the Problem of Change, Boston, Allyn and Bacon: 1st edition 1971. Lessons from an Australian Development Project," Curriculum Inquiry 16, 3:311–326. ) (1975): Case Studies on Curriculum Change, London, Routledge and Kegan Paul. (1974): Inside a Curriculum Project: A Case Study in the Process of Curriculum Change, London, Methuen. ) (1980): Curriculum Research and Development in Action, London, Heineman.
1986). On the other hand, curriculum materials may be modular and unstructured, allowing for flexible use and different modes of sequencing, like the "Uniqueness of Man" materials described in Chapter 1. This situation requires special kinds of curricular literacy, which will be discussed further on. Clark and Yinger (1979) found that teachers may use incremental or comprehensive strategies in planning their lessons. The match or mismatch between the nature of curriculum materials and the planning style of teachers has to be considered and may shape the nature of the teachercurriculum encounter.