Transformative Curriculum Leadership

Henderson, James G.

doi:10.1080/1047621970090106

Cited by 39 publications

(36 citation statements)

References 2 publications

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“…Though related to previous notions of a qualitative-empirical education science (e.g. Dewey, 1916Dewey, /2000Eisner, 1985;Henderson & Goring, 2007;Tyler, 1949Tyler, /2013, nonetheless our notion of critical and decolonizing education sciences differs importantly from previous efforts. Fully advancing critical and race-based epistemologies and pedagogies, critical and decolonizing education sciences spurn previous education science's Eurocentric, whitened, and universal aspirations.…”

mentioning

confidence: 72%

“…Like previous notions of a qualitativeempirical education science (e.g. Dewey, 2000;Eisner, 1985;Henderson & Goring, 2007;Tyler, 2013), we are interested in critical knowingand-doing in classrooms and communities that must inform learning, teaching, and teacher education. Nonetheless, in the present Trump Era, we specifically deploy race-and gender-based criticalities outlined above as a means of institutional praxis for critical decolonizing education sciences.…”

Section: Toward Critical and Decolonizing Education Sciencesmentioning

confidence: 99%

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What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences

et al. 2018

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As editors of the special issue in Teaching Education titled What Is To Be Done with Curriculum and Educational Foundations' Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers, our purpose with this conceptual essay is twofold. First, we historicize and characterize the critical knowledges deployed in this special issue as a broad array of criticalities. Second, we provide a reading of these criticalities that together we tentatively call critical and decolonizing education sciences. In our discussion and conclusion, we focus on the dual challenges of developing work in critical and decolonizing education sciences: (a) better historicizing academic work and (b) clearly responding to demands of institutional praxis.

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mentioning

confidence: 72%

Section: Toward Critical and Decolonizing Education Sciencesmentioning

confidence: 99%

What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences

et al. 2018

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“…The literature on teacher decision-making during planning informed this expansion of our research agenda. Scholars indicate that planning is a complicated process and that teachers' decisions during planning provide the foundation for their teaching (Borko et al, 2008;Henderson & Gornik, 2007). For example, during planning teachers must decide what and how to teach while taking into account factors such as standards promoted by government accountability systems (Meyen & Greer, 2009); available curriculum materials (Hewitt, 2006); and students' interests, backgrounds, and prior knowledge.…”

Section: Teacher Decision-making During Planningmentioning

confidence: 99%

A second-grade teacher's adaptive teaching during an integrated science-literacy unit

Allen

Matthews

Parsons

2013

Teaching and Teacher Education

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This case study explored the nature of one elementary school teacher's adaptive teaching during an integrated science and literacy unit. Data were collected during four consecutive weeks of instruction, weekly interactive planning sessions, 20 classroom observations, and 20 post-lesson interviews. Our analysis suggests that adaptations may be established during planning or emerge while teaching. This study also indicated that an adaptive teacher uses ongoing formative assessment to scaffold students' learning. A coding system that typifies how and why a teacher adapts instruction across disciplines can be used to examine adaptive teaching. Implications for teacher educators and researchers are discussed.Article:

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“…Although providing a climate conducive to learning is needed, other activities should be included as goals of the local school improvement council. One only needs to pick up the local paper to realize the days of benign neglect of curriculum and school reform are over (Henderson and Hawthorne 1995). Schools are the public nurseries of our future, 6 and their wanton neglect entails a kind of silent social suicide (Barber 1992).…”

Section: Purpose Of the Studymentioning

confidence: 99%

School improvement councils as change agents

Fry¹

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The purpose of this study was to explore the perceptions of school improvement council members of 1999, and compare them to a similar study performed in 1994. This study reflected the speed at which LSIC's are becoming reform agents. A questionnaire was used with a stratified random sampling based on student enrollment. Chi square analysis, standard deviations, means, and percentages were used to identify and compare the data. The questions researched were:

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Transformative Curriculum Leadership

Cited by 39 publications

References 2 publications

What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences

What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences

A second-grade teacher's adaptive teaching during an integrated science-literacy unit

School improvement councils as change agents

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