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Lux, Donald G.; Ray, Willis E. – Theory Into Practice, 1970
Descriptors: Curriculum Development, Educational Philosophy, Industrial Arts, Vocational Education
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Goodman, Jesse; Kuzmic, Jeff – Theory into Practice, 1997
This paper examines the notions of individualism and schooling, then articulates ideas and practices found in the Harmony School (Bloomington, Indiana), an independent, democratic school, that public schools have incorporated into their programs. (SM)
Descriptors: Curriculum Development, Democratic Values, Educational Improvement, Educational Innovation
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Easton, Freda – Theory into Practice, 1997
Identifies key elements of Waldorf education (holistic and aesthetic), describes the experience of a Waldorf-inspired public school, discusses what mainstream educators can learn from Waldorf schooling, and presents a personal statement about the importance of such learning for educators, parents, and students in an increasingly high-tech world.…
Descriptors: Aesthetic Education, Aesthetic Values, Child Development, Curriculum Development
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Barone, Tom – Theory into Practice, 1982
A proposal for curriculum criticism contains three characteristics: (1) Criticism provides a view of curricula from the perspective of the student; (2) Criticism provides an assessment from the viewpoint of the critic; and (3) Criticism reveals the common interactions of students with facets of the curricula. (JN)
Descriptors: Curriculum Design, Curriculum Development, Curriculum Evaluation, Educational Philosophy
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Pinar, William F.; Grumet, Madeleine R. – Theory into Practice, 1982
The prevailing view of educational theory is that its purpose is to be translated into practice. Theory is most practically applicable to situations which educators expect to confront at some future time. (JN)
Descriptors: Curriculum Development, Educational Environment, Educational History, Educational Philosophy
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Walker, Decker F. – Theory into Practice, 1982
Four characteristics of curriculum theory are proposed: (1) Curriculum theory focuses on content, aims, and program development in education; (2) Curriculum theory rationalizes procedures for curriculum construction; (3) Curriculum theory conceptualizes curricular phenomena; and (4) Curriculum theory attempts to explain curricular phenomena. (JN)
Descriptors: Curriculum Development, Curriculum Research, Educational Change, Educational Objectives
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Rosenauer, Walter – Theory into Practice, 1983
The relationships between educational theories and educational practices are discussed. Differences between a theory-to-practice approach and a goals-to-practice approach are explained. (PP)
Descriptors: Curriculum, Curriculum Development, Educational Objectives, Educational Philosophy
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Campbell, Roald F. – Theory Into Practice, 1976
Cultural pluralism is an issue that must be dealt with by the whole society but that places two specific demands upon the schools themselves: the development of a curriculum that teaches about the nature of cultural pluralism and the development of a governance system reflecting that pluralism. (MB)
Descriptors: Cultural Awareness, Cultural Pluralism, Curriculum Development, Educational Philosophy