The SAGE Handbook of Curriculum and Instruction

by JoAnn Phillion

2008 · SAGE

The SAGE Handbook of Curriculum and Instruction is the first book in 15 years to comprehensively cover the field of curriculum and instruction. Editors F. Michael Connelly, Ming Fang He, and JoAnn Phillion, along with contributors from around the world, synthesize the diverse, real-world matters that define the field. This long-awaited Handbook aims to advance the study of curriculum and instruction by re-establishing continuity within the field while acknowledging its practical, contextual, and theoretical diversity. Key Features"Offers a practical vision of the field" Defines three divisions school curriculum subject matter, curriculum and instruction topics and preoccupations, and general curriculum theory. "Presents the breadth and diversity of the field" A focus on the diversity of problems, practices, and solutions, as well as continuity over time, illustrates modern curriculum and instruction while understanding historical origins."Gives an evolutionary rather than a revolutionary focus" Offers a new way of interpreting the history of curriculum studies, which connects past, present, and future, leading to more productive links between practice, policy, and politics. Intended Audience This Handbook contributes to stronger ties between school practice, public debate, policy making, and university scholarship, making it a valuable resource for professors, graduate students, and practitioners in the field of education. It is an excellent choice for graduate courses in Curriculum and Instruction, Curriculum Theory and Development, Curriculum Studies, Teacher Education, and Educational Administration and Leadership. List of Contributors Mel AinscowKathryn Anderson-Levitt Rodino Anderson Michael Apple Kathryn Au William Ayers Rishi Bagrodia Cherry McGee Banks Nina Bascia Gert Biesta Donald Blumenfeld-Jones Patty Bode Robert E. Boostrom Keffrelyn D. Brown Elaine Chan Marilyn Cochran-Smith Carola Conle F. Michael Connelly Geraldine Anne-Marie Connelly Alison Cook-Sather Cheryl J. Craig Larry Cuban Jim Cummins Kelly Demers Zongyi Deng Donna Deyhle Elliot Eisner Freema Elbaz Robin Enns Frederick Erickson Manuel Espinoza Joe Farrell Michelle Fine Chris Forlin Jeffrey Frank Barry Franklin Michael Fullan Jim Garrison Ash Hartwell Ming Fang He Geneva Gay David T. Hansen Margaret Haughey John Hawkins David Hopkins Stefan Hopmann Kenneth Howe Philip Jackson Carla Johnson Susan Jurow Eugenie Kang Stephen Kerr Craig Kridel Gloria Ladson-Billings John Chi-kin Lee Stacey Lee Benjamin Levin Anne Lieberman Allan Luke Ulf Lundgren Teresa L. McCarty Gary McCulloch Barbara Means Geoffrey Milburn Janet Miller Sonia Nieto Kiera Nieuwejaar Pedro Noguera J. Wesley Null Jeannie Oakes Lynne Paine JoAnn Phillion William F. Pinar Margaret Placier Therese Quinn John Raible Bill Reese Virginia Richardson Fazel Rizvi Vicki Ross Libby Scheiern Candace Schlein William Schubert Edmund Short Jeffrey Shultz Patrick Slattery Roger Slee Linda Tuhiwai Smith Joi Spencer James Spillane Tracy Stevens David Stovall Karen Swisher Carlos Alberto Torres Ruth Trinidad Wiel Veugelers Ana Maria Villegas Sophia Villenas Leonard Waks Kevin G. Welner Ian Westbury Geoff Whitty Shi Jing Xu "

Preparing for the Future

by Michael Barzelay, Colin H. Campbell

2003 · Rowman & Littlefield

While the Clinton Administration and federal agencies were busy making government cost less and work better in the near-term, the United States Air Force was regularly visualizing the competencies needed to assure the organization's long-term effectiveness. As a result of steady efforts to prepare for the future conducted under successive secretaries and chiefs of staff, the Air Force has developed a distinctive approach to strategic planning. This approach is fundamentally concerned with ensuring that the organization's future capabilities support effective performance of future tasks. Such tasks are shaped by ever-changing policy objectives and circumstances of implementation. After eight years, the Air Force has not only successfully refined its distinctive approach to strategic planning, but has also leveraged change in programmatic decisions, human resource management, and operational technologies. This study provides an inside look at how the Air Force came to formulate and declare its "strategic intent" for developing the organization's capabilities over a timeline of more than twenty years. Air Force strategic intent is not a plan, but a shared commitment to strengthening specific core competencies and critical future capabilities. Michael Barzelay and Colin Campbell reveal how one of the nation's most significant public organizations has reassessed its own strategic intent. Drawing lessons from the Air Force experience, this book provides a significant contribution to public management research on innovation and executive leadership. One key lesson is that preparing for the future is a responsibility that organizations can discharge effectively if they combine insights with practical knowledge of executive leadership and the dynamics of policy change. Preparing for the Future provides a fresh argument about innovation and leadership in public management, while breaking new ground in the analysis of managerial practices, such as strategic v

Dialogue and Critical Discourse

by Michael Macovski

1997 · Oxford University Press

This interdisciplinary volume of collected, mostly unpublished essays demonstrates how Mikhail Bakhtin's theory of dialogic meaning--and its subsequent elaborations--have influenced a wide range of critical discourses. With essays by Michael Holquist, Jerome J. McGann, John Searle, Deborah Tannen, Gary Saul Morson, Caryl Emerson, Shirley Brice Heath, Don H. Bialostosky, Paul Friedrich, Timothy Austin, John Farrell, Rachel May, and Michael Macovski, the collection explores dialogue not only as an exchange among intratextual voices, but as an extratextual interplay of historical influences, oral forms, and cultural heuristics as well. Such approaches extend the implications of dialogue beyond the boundaries of literary theory, to anthropology, philosophy, linguistics, and cultural studies. The essays address such issues as the establishment and exercise of political power, the relation between conversational and literary discourse, the historical development of the essay, and the idea of literature as social action. Taken together, the essays argue for a redefinition of literary meaning--one that is communal, interactive, and vocatively created. They demonstrate that literary meaning is not rendered by a single narrator, nor even by a solitary author--but is incrementally exchanged and constructed.