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ERIC Number: ED374698
Record Type: RIE
Publication Date: 1994-Apr-10
Pages: 27
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Deliberation on Teaching and Curriculum in Higher Education.
Jackson, Sandra
This study examined curriculum deliberation and decision-making in higher education through selected interviews with 11 university teachers in 11 different disciplines. All were full-time and tenure-track or already tenured. After completing individual interviews the participants gathered for a culminating discussion. Examination of the data found that faculty used highly textured, nuanced, and unique methods and processes to decide about curriculum. Patterns did emerge and individuals indicated a general preference for ways in which they initiate conceptualization of a course and the development of a syllabus. Individuals also changed their approaches to teaching and development dependant on the context. The deliberative process about teaching and curriculum was linked with individual and disciplinary values which informed teaching, decision-making, and planning. These values are linked to reasons for teaching and thoughts on the aims and purposes of education. Invariably there was synchrony between these elements and professors' efforts to enact their beliefs through their practices either implicitly or explicitly. A copy of the interview protocol is included. Contains 46 references. (JB)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).