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ERIC Number: ED217037
Record Type: RIE
Publication Date: 1982-Mar
Pages: 19
Abstractor: N/A
Reference Count: 0
Teachers' Perceptions of Existing and Ideal School Curriculum: An Analysis of Metaphors.
Anglin, Leo W.; Dugan, Therese
Teachers in a small midwestern suburban school district were asked to select, from a list of five metaphors, the ones which best characterized their actual and the ideal curriculum. They were also asked to choose the metaphors best characterizing the curricular position of the school superintendent, board of education, parents, and other teachers. The curriculum metaphors were: (1) "Medicine"--the curriculum is a dispensary from which students receive treatment under the direction of a competent and proficient general diagnostician; (2) "Growth"--the curriculum is the greenhouse where students will grow and develop to their fullest potential under the care of a wise and patient gardener; (3) "Travel"--the curriculum is a route over which students will travel under the leadership of an experienced guide and companion; (4) "Production"--the curriculum is the means of production, and the student is the raw material which will be transformed into a finished and useful product; and (5) "Natural Resources"--the curriculum is the plan for developing and utilizing the natural resources of ability present in the student. No one metaphor emerged as best characterizing classroom curriculum practice. However, elementary teachers were perceived to be growth-oriented while secondary teachers were characterized by the production metaphors. The teachers perceived the superintendent's ideal to be growth-oriented, but the board of education and parents were seen to be production-oriented and as controlling the curriculum in conflict with the ideals of the professional staff. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 20, 1982).