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Theory Into Practice Volume 26, 1986 - Issue sup1: Educational Perspectives, Then and Now
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Curriculum

Curriculum: Then and now

Elsie J. Alberty Professor of education, The Ohio State University
&
Wanda T. May Assistant professor of education, Michigan State University
Pages 317-323 | Published online: 05 Nov 2009

References

  • Barone , T. 1982 . Insinuated theory from curricula‐in‐use . Theory Into Practice , 21 : 38 – 43 .
  • Berman , L. 1986 . Perception, paradox, and passion: Curriculum for community . Theory Into Practice , 25 : 42 – 45 .
  • Common , D. 1983 . Power: The missing concept in the dominant model of school change . Theory Into Practice , 22 : 203 – 210 .
  • Huebner , D. 1967 . Curriculum as concern for man's temporality . Theory Into Practice , 6 : 172 – 179 .
  • Klein , F. 1983 . The use of a research model to guide curriculum development . Theory Into Practice , 22 : 198 – 202 .
  • Kliebard , H. 1982 . Curriculum theory as metaphor . Theory Into Practice , 21 : 11 – 17 .
  • Lux , D. and Ray , W. 1970 . Toward a knowledge base for practical arts and vocational education . Theory Into Practice , 9 : 301 – 308 .
  • Macdonald , J. 1967 . An example of disciplined curriculum thinking . Theory Into Practice , 6 : 166 – 171 .
  • Madeja , S. 1984 . Curriculum development in the arts . Theory Into Practice , 23 : 280 – 287 .
  • Stenhouse , L. 1971 . The humanities curriculum project: The rationale . Theory Into Practice , 10 : 154 – 162 .
  • Wolfe , T. 1979 . The right stuff , New York : Farrar, Straus, Giroux .

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