» » Transformative Curriculum Leadership: Paradigm, Process, Reflective Inquiry

eBook Transformative Curriculum Leadership: Paradigm, Process, Reflective Inquiry download

by James G. Henderson,Richard D. Hawthorne

eBook Transformative Curriculum Leadership: Paradigm, Process, Reflective Inquiry download ISBN: 0023535148
Author: James G. Henderson,Richard D. Hawthorne
Publisher: Prentice Hall College Div (January 18, 1995)
Language: English
Pages: 164
ePub: 1446 kb
Fb2: 1101 kb
Rating: 4.5
Other formats: azw lrf txt mobi
Category: Educ
Subcategory: Schools and Teaching

Henderson, James George. Reflective Teaching: Professional Artistry Through Inquiry. Henderson, James George, Richard D. Hawthorne, and Debra A. Stollenwerk. Transformative Curriculum Leadership.

Henderson, James George. Upper Saddle River, . Merrill/Prentice Hall, 2001.

Transformative Curriculum Leadership book.

This book will provide concrete guidance on how to engage in systemic reform guided by a progressive educational philosophy. Transformative Curriculum Leadership provides concrete guidance on how to practice a curriculum based on problem solving that integrates constructivist learning with democratic understanding. The book is organized around the leadership experiences of the assistant superintendent, and it contains a wealth of guiding rubrics, figures, images, and illustrations.

James G. Henderson, Richard D. Hawthorne. 9 RUR. Job Pay for Job Worth: Designing, Managing, and Involving Employees in an Equitable Joby Classification System. Richard I. Henderson, Kitty Williams Clarke. Richard A. Henderson. Henderson, Kent State University. Rosemary Gornik, South Euclid-Lyndhurst City Schools and Perry Public Schools. The text is organized into three easy-to-follow sections and concludes with an historical narrative that clarifies the book's theoretical underpinnings.

Inquiry into transformative curriculum leadership. Teaching Education, 9(1), 39-40. Publication: Journal Articles, Refereed 1997 Statement of Philosophy and Transition, Substitution/Waiver, and Curriculum Policies for the Revised Universal Professional Requirement Program for the College and Graduate School of Education at Kent State University. Kent, OH: Kent State University, 1996.

Theorizing transformative curriculum leadership: 'Rhizomatic'' growth across three plateaus on the plane of im-manence. Toward curriculum inquiry in a new key. Edmonton: University of Alberta. Henderson, J. & Hawthorne, R. D. (2000). & Gornik, R. (2004). Beyer, L. & Apple, M. W. (1988). Transformative curriculum leader-ship (2 nd Ed). Upper Saddle River, NJ: Merrill/Prentice Hall. Henderson is Professor of Curriculum Studies at Kent State University, where he holds the Rebecca Tolle and Burton W. Gorman Chair in Educational Leadership

James G. Gorman Chair in Educational Leadership. More about James G. Democratic Curriculum Leadership.

Presents a scaffolding for examining progressive education and for thinking about reflective teaching

Transformative Curriculum Leadership Richard D. Hawthorne, James G. Henderson Prentice Hall, 2000 . catalog. Presents a scaffolding for examining progressive education and for thinking about reflective teaching. Provides a table that contrasts mainstream and transformative education. Provides vivid examples of the challenges of reform work. For educators and school administrators.

School leaders’ development Curriculum design for developing leadership Reflective inquiry Reflective practice Reflective . Ng D. (2010) Developing Transformative Curriculum Leaders Through Reflective Inquiry.

School leaders’ development Curriculum design for developing leadership Reflective inquiry Reflective practice Reflective thinking. In: Lyons N. (eds) Handbook of Reflection and Reflective Inquiry. Springer, Boston, MA. First Online 03 November 2009.

Comments: (3)
I was assigned this book for a Master's level education class. The writing is very dense, and even the instructor admitted it needed to be "translated". I did not find the second author's vignettes helpful, but rather disturbing.
The book came bent in two. It was as if it was bent in two and sat on. It won't even close right. I don't know if it occurred in transportation or if it was this way before, but it was in bad condition. It was supposed to be 'like new' but was not at all. I think it probably happened by the post office, but if it were sent in a box instead of a flimsy plastic bag, this could have been avoided!! It was really disappointing and I don't know if I would order again from this source...
This book is a thorough explication of a different approach to curriculum, instruction, and assessment than the one driving our current drill and test regime. It's not a "how-to" book. it's an explanation of the need to start with the PURPOSE of education and to consider the consequences and outcomes of the purpose we establish. It compares three different approaches ("paradigms") to curriculum planning, implementation, and evaluation - the standardized management paradigm, the best practice constructivist paradigm, and the curriculum wisdom paradigm. The priority of the first is simply efficiency. The second is more grounded in an actual understanding of how students learn. But the third adds to this the need to have a specific overarching understanding of curriculum as a moral endeavor. In spite of this emphasis on the importance of different foundational approaches, the book provides a full understanding of the major principles and procedures of curriculum work. Anyone who is or aspires to be an educational leader should read this book. It's thought provoking and it's not a quick read. But if you'd prefer not to be challenged in your reading, please don't become an educational leader.