Paradigm Debates in Curriculum and Supervision: Modern and Postmodern Perspectives

311 Pages·2000·1.343 MB·English

by  Glanz, J.;Behar-Horenstein, L.S.

Paradigm Debates
in Curriculum
and Supervision
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PARADIGM DEBATES
IN CURRICULUM
AND SUPERVISION
Modern and Postmodern Perspectives
Edited by
Jeffrey Glanz
Linda S. Behar-Horenstein
Foreword by Robert J. Starratt
BERGIN&GARVEY
Westport,Connecticut • London
LibraryofCongressCataloging-in-PublicationData
Paradigmdebatesincurriculumandsupervision : modernandpostmodern
perspectives / editedbyJeffreyGlanz,LindaS.Behar-Horenstein ;
forewordbyRobertJ.Starratt.
p. cm.
Includesbibliographicalreferencesandindex.
ISBN0–89789–624–6(alk.paper)
1. Schoolsupervision—Socialaspects. 2. Curriculumplanning—
Socialaspects. 3. Postmodernismandeducation. 4. Multicultural
education. I. Glanz,Jeffrey. II. Behar-Horenstein,LindaS.
LB2806.4.P37 2000
371.2′03—dc21 99–33207
BritishLibraryCataloguinginPublicationDataisavailable.
Copyright©2000byJeffreyGlanzandLindaS.Behar-Horenstein
Allrightsreserved.Noportionofthisbookmaybe
reproduced,byanyprocessortechnique,withoutthe
expresswrittenconsentofthepublisher.
LibraryofCongressCatalogCardNumber:99–33207
ISBN:0–89789–624–6
Firstpublishedin2000
Bergin&Garvey,88PostRoadWest,Westport,CT06881
AnimprintofGreenwoodPublishingGroup,Inc.
www.greenwood.com
PrintedintheUnitedStatesofAmerica
Thepaperusedinthisbookcomplieswiththe
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Everyreasonableefforthasbeenmadetotracetheownersofcopyrightmaterialsinthisbook,but
insomeinstancesthishasprovenimpossible.Theauthorandpublisherwillbegladtoreceivein-
formationleadingtomorecompleteacknowledgmentsinsubsequentprintingsofthebookandin
themeantimeextendtheirapologiesforanyomissions.
Contents
ForewordbyRobertJ.Starratt ix
Preface xv
PartI
ModernConceptionsofCurriculumandSupervision
Introduction 3
1 CantheModernViewofCurriculumBeRefinedby
PostmodernCriticism? 6
LindaS.Behar-Horenstein
CaseStudy1:TeacherChallengedbyStudentDiversityIssues
2 ShiftingParadigms:ImplicationsforCurriculumResearch
andPractice 34
EdmundC.Short
CaseStudy2:TheRoleofKnowledgeinCurriculumDecision-
Making
3 TheCommonUnityandtheProgressiveRestorationofthe
CurriculumField 54
PeterS.Hlebowitsh
CaseStudy3:HighSchoolCurriculumPromotesGenderBias
4 Supervision:Don’tDiscounttheValueoftheModern 70
JeffreyGlanz
CaseStudy4:AssessingGenderInfluencesintheClassroom
vi Contents
5 SupervisoryPractices:BuildingaConstructivistLearning
CommunityforAdults 93
SallyJ.Zepeda
CaseStudy5:EthicalandPoliticalChallengesofSupervision
6 CollaborativeSupervision:ImplicationsforSupervision
ResearchandInquiry 108
MarthaN.Ovando
CaseStudy6:SupervisorChallengedbyanExperiencedTeacher
PartII
PostmodernConceptionsofCurriculumandSupervision
Introduction 129
7 PostmodernismasaChallengetoDominant
RepresentationsofCurriculum 132
PatrickSlattery
CaseStudy7:ResistingTraditionalApproachestoCurriculum
Implementation
8 InformingCurriculumandTeachingTransformation
throughPostmodernStudies 152
JamesG.Henderson
CaseStudy8:AssumingtheTransformativeCurriculumLeadership
Challenge
9 PostmodernVisionsinMulticulturalEducation
PreparationandPractice 169
GenevaGayandPamulaHart
CaseStudy9:CurriculumActivityInspiresStudentstoDisplay
MultiplePerspectives
10 ComplicityinSupervision:AnotherPostmodernMoment 190
DuncanWaiteandMargaridaRamiresFernandes
CaseStudy10:ADialogicApproachtoSupervision
11 PossibilitiesofPostmodernSupervision 212
PatriciaE.HollandandMaryaliceObermiller
CaseStudy11:CollaborativeVisionsandChallengesfortheFuture
ofTechnologyinPostMiddleSchool
12 CommunicativeAction:APostmodernBridgefor
SupervisioninSchoolOrganizations 229
EdwardPajakandKarenK.Evans
CaseStudy12:TeacherThinkTank:PostmodernSupervision
inAction
Contents vii
PartIII
PractitionerResponses
Introduction 247
13 ModernandPostmodernPerspectivesonCurriculumand
Supervision:AViewfromtheTop 249
OsborneF.Abbey,Jr.
14 ParadigmsofCurriculumandSupervision:APractitioner’s
Viewpoint 257
FrancesM.Vandiver
15 StudentEmpowermentthroughtheProfessional
DevelopmentofTeachers 265
EricNadelstern,JanetR.Price,andAaronListhaus
Afterword:ClosingReflections 277
Index 281
AbouttheContributors 291
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Foreword
Robert J. Starratt
Forthepasttwodecadestheattentionofeducators,policymakers,politicalin-
terestgroups,legislators,schoolboards,andparentshasbeenconcentratedon
school renewal. This concentration has not been guided by any overarching
philosophy. Rather, the national effort has been made up of a cacophony of
voices: the business community calling for greater concentration on school-
to-workskills;parentgroupscallingforgreaterschooldiscipline,security,and
concentrationonthebasics;variousinterestgroupsdemandinganendtobi-
lingualeducationor,onthecontrary,forgreaterresourcesforbilingualpro-
gramstoaccommodatemorediversegroupsofimmigrants;states’initiation
ofhigh-stakestesting,withtheattendantconcentrationoncurriculumguide-
linesandprotocolsnecessarytoprepareyoungstersforthosetests;legalwran-
glinginstatelegislatureswithcourt-orderedequalizationoffinancingforall
children;groupscallingformorecharterschoolsandforgreaterflexibilityfor
homeschoolingorforChristianacademies;localschoolcouncilsconcentrat-
ingonspecificlocalissues.Practitionersareoverwhelmedbytheintensifica-
tionoftheenvironmentandthefragmentedagendaofschooling.Thereisno
timetosortoutorfashionaguidingphilosophyfortheschoolreformagenda.
Inthemeantime,wellbeyondtheattentionofpractitioners,policymakers,
politicalinterestgroups,andtheaverageteacherorparent,therehasbeena
growingconversation/debateamongscholarsaboutaphilosophicalinterpre-
tationofthecontemporaryhumanandsocialcondition.Manywouldcontend
thatthephilosophicalworldviewthathasdominatedtheWestsincetheEuro-
peanAgeofEnlightenment,aworldviewlooselydefinedasmodernism,isno
longerabletoprovideeitheralegitimatingrationaleformaintainingthehu-