By Mike Sayer
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Additional info for Attitude : Teacher's Edition 4
The Metropolitan Life National Survey of teachers’ motivations for entering teaching showed that the number one reason folks enter teaching is to help children grow and learn (Ornstein and Levine, 2006). This ideology has found intellectual advocacy from writers such as Jane Roland Martin with her three Cs – care, concern and connection – and in the writings of Nell Noddings and William Pinar within the USA. In Britain, the traditional emphasis on programs of pastoral care (Hamblin, 1984) in schools has become part of the structure for curriculum.
The value and quality of an educational system can be judged by an examination of three critical features: first its system of teaching and teacher education; second its system of assessment and evaluation; and finally, with regard to its curriculum. This work is offered in the free spirit of inquiry intended to open the long overdue discussion on the topic of how to replace the moribund paradigm of the objectives model in curriculum. We cannot offer the entire cultural heritage for the curriculum and therefore a judicious selection is required.
Running parallel was a concern by some curricularists to focus on the personal values and growth of the student as a person. S. Neill, William Pinar, Carl Rogers, Sidney Simon and others. Since 1945, there has been a conscious attempt to employ curriculum to achieve equality of opportunity and with the rise of curriculum research into inequality has emerged a new vibrant “critical-political” ideology for curriculum. From where does the content, usually called the “subjects,” offered in school come from?
Attitude : Teacher's Edition 4 by Mike Sayer