This compact, scholarly book treats creating a curriculum as an ongoing process, the product of which is a composite of what is intended (planned curriculum), what actually happens (enacted curriculum), and how what happens influences those involved (experienced curriculum). It proposes that desirable educational experiences arise when the interaction of these three curricula is flexible and evolving; and, therefore, the authors never advance specific, “best” practices or “most correct” answers to fundamental curriculum questions. Rather, through a finely honed discussion of essential theoretical and practical alternatives, they invite readers to develop their own points of view.
Major discussions of postmodernism, autobiographical techniques, gender, and race. The book also includes coverage of recent actions by state governing agencies and boards of education and aligning curriculum with state standards.
For professionals in the field of teaching.
A textbook for educators, this volume characterizes curriculum, outlines its history, and describes various approaches to forming and studying it. The theory behind curriculum is explicated and applied to practical matters concerning its development and change, planning, implementation, and evaluation. The political implications of curriculum decisions are also discussed. Marsh teaches at Curtin University. Willis teaches at the University of Rhode Island. Annotation c. Book News, Inc., Portland, OR (booknews.com)