An Introduction to Schwab and the Practical

Author

استاد دانشگاه تربیت مدرس


مهرمحمدی، محمود. پژوهش مبتنی بر عمل فکورانه در فرایند برنامه­ریزی درسی: نظریه عمل گرای شواب.1381، مجله نوآوری های آموزشی، شمار 1 سال اول.
 
Carr, W. (1989). Quality in Teaching: Arguments For A Reflective Profession, Routledge: New York
Chan, B. Y. (1977). After Tyler, What? A current issue in curriculum theory. Education Journal. No VI.
Connelly M.F. (2011). Joseph Schwab, Curriculum, Curriculum Studies and Educational Reform.NIE,Singapore.
Connelly, F. M. (2009) Being Practical with Schwab: Research and Teaching in the Foothills of Curriculum, presented in The First International Conference on “The Practical” Curriculum, Beijing: CNU.
Connelly, F. M.; He, M. F.; Phillion, J. I. (eds.) (2008) The SAGE Handbook of Curriculum and Instruction, USA: SAGE Publications.
Craig, C., & Ross, V. (2008). Cultivating teachers as curriculum makers. In F. M.Connelly (Ed.), Sage handbook of curriculum and instruction (pp. 282-05).Thousand Oaks, CA: Sage Publications.
Eisner, E.(2002). From Episteme to Phronesis to Artistry in the Study and Improvement of teaching. Teaching and teacher Education.V. 18. Pp 375 -385
Eisner,E.(1979). Educational Imagination: On the Design and Evaluation of Educational Programs.Macmillan Publishing Company, New York.
Eisner,E.(1984) No Easy Answer: Joseph Schwab’s Contributions to Curriculum. Curriculum Inquiry, Vol. 14, No. 2pp. 201-210.
Eisner,E.(1994). Educational Imagination: On the Design and Evaluation of Educational Programs.Macmillan Publishing Company, New York.
Fenstermacher, G.D. (Summer, 1980), The Nature of Science and Its Uses for Education: Remarks on the Philosophical Import of Schwab's Work. Curriculum Inquiry, Vol. 10, No. 2 pp. 191-197
Freire.P. (1970). Pedagogy of the Oppressed. New York: Continuum
Giroux,H.A. and Penna,A.N. and Pinar W.F.(Eds.)(1981). Curriculum and Instruction: Alternatives in Education. McCutchan Publishing Coroporation. Berkekey,California.
Goodlad, John I.(1968) 'Curriculum: A Janus Look', Journal of Curriculum Studies, 1: 1, 34 — 46
Hlebowitsh P.S. (2012): When best practices aren’t: A Schwabian perspective on teaching, Journal of Curriculum Studies, 44:1, 1-12
Hlebowitsh, P. S. (2005).Generational Ideas in Curriculum: A Historical Triangulation.Curriculum Inquiry 35:1
Jackson,P.W.(1992). Conceptions of Curriculum and Curriculum Specialists. In Jackson, P.W.(editor). Handbook of Curriculum Research. Pp 3-40. Macmillan: New York
Klein,M.F.(1983) The Uses of A Research Model to Guide Curriculum Development. Theory into Practice (TIP), Pp 198-202

Kliebard, Herbert M. (2004). The Struggle for the American Curriculum, 1893–1958 (3rd ed.). New York: Routledge Falmer.

Levine, N. D. (2006) Powers of the mind: the reinvention of liberal learning in America,Chicago: The University of Chicago Press.
Miller,J.P.(1983). The Educational Spectrum: Orientations to Curriculum. Longman Inc. New York
Null, W.)2009( Why Teach Interdisciplinary Curriculum? Honors Residential College Dinner, February 15,
Null, W.(2011). Curriculum: From Theory to Practice. ROWMAN & LITTLEFIELD PUBLISHERS, INC.,NY.
Pinar,W.F and Reynolds,W.M. and Slattery,P. and Taubman, P.M.(1996)(Editors). Understanding Curriculum . Peter Lang Publishing, New York.
Reid,W.(1992). The Pursuit of Curriculum: Schooling and the Public Interest. Ablex Publishing Company, New Jersey.
Reid,W.(1999). Curriculum as Institution and practice: Essays in the Deliberative tradition. LawrenceElbaum Associate, New Jersey
Reid.W.(2006). The Pursuit of Curriculum: Schooling and the Public Interest. Information Age Publishing. Greenwhich,Connecticut.
Schon,D.(1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books: New York
Schubert, W. H.(1996). Perspectives on Four Curriculum Traditions.  Educational Horizon, V. 74,N.4, Pp 169- 176.
Schwab,J. (1969). The Practical: A Language for Curriculum , The University of Chicago Press, Vol. 78, No. 1 (Nov., 1969), pp. 1-23
Schwab,J.J. )1970( The Practical: A Language for Curriculum. National Education Association. Center for the Study of Instruction.
Schwab. J.J [1954] 1978. “Eros and Education: A Discussion of One Aspect of Discussion.” In Westbury and Wilkof 1978, 105–32.
Short, E. (2000) Shifting Paradigms: Implications for Curriculum Research and Practice in: Paradigm debates in curriculum and supervision : modern and postmodern perspectives, Jeffrey Glanz and Linda S. Behar Horenstein (eds.) ; Connecticut: Bergin & Garvey, p. p: 34-53.
Stenhouse,L.(1975). An Introduction to Curriculum Research and Development. Heinemann: London
Van Manen, M. (1977) Linking Ways of Knowing with Ways of Being Practical. Curriculum Inquiry, Vol. 6, No. 3, pp. 205-228
Walker, D. F.(1982).Curriculum Theory Is Many Things To Many People. Theory into Practice (TIP). Pp 62-65
WESTBURY, I.(2005). Reconsidering Schwab’s “Practicals”: A Response to Peter Hlebowitsh’s “Generational Ideas in Curriculum: A Historical Triangulation”. Curriculum Inquiry 35:1
Wraga William G.)2002). Recovering Curriculum Practice: Continuing the Conversation. Educational Researcher, Vol. 31, No. 6, pp. 17–19
Dewey, J. (1929). The Sources Of A Science Of EducationHorace Liveright . Pp 298-299
William,H,S (1986) . Curriculum: Perspective, Paradigm, and Possibility. Macmillan Publishing Company