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- W257430812 abstract "ABSTRACT This paper has two purposes: (1) to describe how qualitative studies, drawing on educational criticism, have thrown into relief some salient features of curriculum and instruction in social studies; and (2) to compare and contrast the current reform proposal to upgrade geography education. The qualitative studies that are reviewed are the hcCutcheon Study (1981) on elementary school teachers' planning, the Rogers and Uhrmachef report (1986) on citizenship education, and the Thornto.. study (in press) on the relationships between what teachers plan to teach, what ensues in the classroom, and what students learn. The second issue, geography education, is discussed through an analysis of discipline-based geography, and the Thornton and Wenger study is compared to the above studies on educational criticism. The findings from the Thornton and Wenger study indicate that teachers teach social studies rather than geography' as a discipline with attention focused on sequential learning and concepts. Educational criticism appraises educators of what is being taught and how instruction is conducted while it assures that policy and practice are mutually informed. A 27-item bibliography is included. (DJC)" @default.
- W257430812 created "2016-06-24" @default.
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- W257430812 date "1988-04-09" @default.
- W257430812 modified "2023-09-27" @default.
- W257430812 title "Critical Knowledge of Curriculum in Practice: The Case of Social Studies." @default.
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