The Logic of Curriculum Policy Deliberation [electronic resource] : An Analytic Study from Science Education / Graham W. F. Orpwood.
This study is concerned with certain features of the curriculum decision-making process including ways in which alternatives are argued, the types of reasons entertained for preferring one option over another, and the basis on which some proposals are ultimately accepted and others rejected. It is a...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1981.
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MARC
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| 099 | |f ERIC DOC # |a ED211372 | ||
| 100 | 1 | |a Orpwood, Graham W. F. | |
| 245 | 1 | 4 | |a The Logic of Curriculum Policy Deliberation |h [electronic resource] : |b An Analytic Study from Science Education / |c Graham W. F. Orpwood. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1981. | ||
| 300 | |a 187 p. | ||
| 500 | |a ERIC Document Number: ED211372. | ||
| 500 | |a ERIC Note: Ph.D. Dissertation, The University of Toronto. Contains light and broken type. |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Secondary Education. | ||
| 500 | |a Educational level discussed: Higher Education. | ||
| 520 | |a This study is concerned with certain features of the curriculum decision-making process including ways in which alternatives are argued, the types of reasons entertained for preferring one option over another, and the basis on which some proposals are ultimately accepted and others rejected. It is argued that, with respect to these features, curriculum theory in its present state appears unable to provide a basis for an adequate understanding of the curriculum decision-making process. On the basis of two conceptual features which form the theoretical foundation of the study and using the philosophical analyses of rational argument (by Toulmin) and of the deliberative process (by Baier), a framework is developed for the analysis of the discourse of curriculum policy deliberation. This framework was tested through the analysis of transcribed samples of deliberation obtained from a science curriculum committee. This analysis allowed both the identification of the logical elements of deliberative discourse and also a discussion of their relationship. Following this trial analysis, the framework was appraised and refined in light of the appraisal. A discussion of the theoretical and practical significance of the research concludes the dissertation. (Author/JN) | ||
| 650 | 1 | 7 | |a Curriculum Development. |2 ericd. |
| 650 | 1 | 7 | |a Curriculum Evaluation. |2 ericd. |
| 650 | 1 | 7 | |a Decision Making. |2 ericd. |
| 650 | 0 | 7 | |a Educational Philosophy. |2 ericd. |
| 650 | 0 | 7 | |a Educational Research. |2 ericd. |
| 650 | 0 | 7 | |a Educational Theories. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 1 | 7 | |a Policy Formation. |2 ericd. |
| 650 | 1 | 7 | |a Science Curriculum. |2 ericd. |
| 650 | 1 | 7 | |a Science Education. |2 ericd. |
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