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Roth, Wolff-Michael – Curriculum Inquiry, 2013
In this article, I (1) argue for approaching processes, events-in-the-making, by means of process categories--to learn, to teach--not by means of categories that denote differences in state and (2) exemplify doing and writing research consistent with process philosophy. To understand process we must not think, research, and write them in terms of…
Descriptors: Curriculum, Educational Theories, Geometry, Elementary School Mathematics
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Cossentino, Jacqueline M. – Curriculum Inquiry, 2006
This article examines the origins, uses, and effects of the rhetorical construct of "work" in the Montessori method. Grounded in analysis of classroom interactions in a Montessori primary (3-6-year-olds) classroom, I argue that Montessori's conception of work substantially revises prevailing assumptions about the nature of childhood, the roles of…
Descriptors: Montessori Method, Rhetoric, Primary Education, Educational Change
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Vandeyar, Saloshna – Curriculum Inquiry, 2005
Recent educational reforms in South Africa have been framed by an outcomes-based education (OBE) policy. One of the assumptions underlying this nationally directed educational reform process is that teachers will be both willing and able to adapt their teaching and assessment practices accordingly. Yet, there is considerable evidence to suggest…
Descriptors: Educational Policy, Educational Change, Outcome Based Education, Primary Education