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ERIC Number: EJ1079439
Record Type: Journal
Publication Date: 2015-Oct-6
Pages: 20
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: EISSN-1099-839X
Curriculum Disruption: A Vision for New Practices in Teaching and Learning
Conrad, Bradley; Moroye, Christy M.; Uhrmacher, P. Bruce
Current Issues in Education, v18 n3 Oct 2015
With increased attention to measurable, common student achievement outcomes, the experience of both students and teachers has been overlooked. While measurable outcomes may possess value, they have served to shift the focus of schools, administrators, and teachers to writing curriculum that centers on assessable content learning rather than meaningful educational experiences for teachers and students alike. This study of a recent teacher workshop examines a lesson planning approach that is based on John Dewey's notion of the aesthetic experience and places such experiences at the heart of the educational enterprise. Findings include the notion of curriculum disruption, which refers to an alteration of the improvement trajectory of standardized curricula, offering innovation in lesson planning.
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado