This groundbreaking work was the first to propose an inquiry into the forms, dynamics, and constructs of educational policy. This fine book remains the only treatment of educational policy incorporating an account of the differences between various kinds of educational goods. Professor Green explored the nature of policy and prospects for the future, and it is a rare treat that we can now (more than fifteen years later) revisit the text to discover his uncanny accuracy.

Predicting the Behavior of the Educational System (Classics in education)

Green, Thomas F.

Educator's International Press

New York's Health Care System: Making the Transition to Managed

Strosberg, Martin A.

This is the book that revolutionized American curriculum studies. Chosen as one of the educational “Books of the Century” by the University of South Carolina’s Museum of Education, the volume started a decade-long “reconceptualization” that has changed the thematic and methodological contours of the field. This groundbreaking collection brought together some of the best writing of the 1970s “avant-garde” of curriculum theorists, who with concerning themselves with the internal and existential experience of the public world, were attempting to understand the nature of educational experience. The works presented here functioned to not only criticize the “old” tradition of curriculum, but also to be critical of what was and is, and, to begin to look to the future creation of the new—-what we now know as the contemporary field of curriculum studies.

Curriculum Studies: The Reconceptualization (Classics in Education)

Self-Help

With an introduction by J. Gordon Melton (Distinguished Professor of American Religious History, Baylor University), God &amp; Apple Pie (Religious Myths and Visions of America, revised edition), by Christopher Buck, is about an unusual religious topic: the United States of America ("America"). "America" is, at once, nation and notion, country and creed, republic and rhetoric. This book is about Providence and principle--the relationship of the supernatural world to the world's superpower. "America" is not in the Bible, nor in the Qur'an. Yet "America" today pulsates with religious significance. "America" is a word that has taken on mythic proportions. Eleven religions have been selected for their distinctive perspectives on America: (1) Native American religion (Iroquois); (2) Protestant Christianity (the Puritans); (3) the Christian Right; (4) Roman Catholicism; (5) Judaism (Orthodox, Conservative, Reform, and Reconstructionist); (6) The Church of Jesus Christ of Latter-day Saints (the Mormons); (7) Christian Identity (White nationalists); (8) Nation of Islam (Black nationalists); (9) Islam (especially Radical Islamists and Progressive Muslims); (10) Buddhism (Tibetan and Soka Gakkai); and (11) the Baha'i Faith. Over the course of American history, religious myths and visions of America tend to reflect an ever-changing American civil society, whether as a function of its social evolution or as a catalyst of it. The result is: Religions re-mythologize America. And: Religions re-envision America. God &amp; Apple Pie invites serious reflection on what it means to be an American, particularly from a religious perspective.

Religious Myths and Visions of America: God and Apple Pie

History

Buck, Christopher

Americas

Toward a Poor Curriculum

In 1976 William Pinar and Madeline Grumet published the first edition of Toward a Poor Curriculum in order to express their resistance to “the mind numbing bureaucracy of the accountability trend of the times: behavioral objectives, and to propose a humanities methodology and alternative to the social science inquiries that were dominating research” (Pinar &amp; Grumet, 2014, p. ii). In 2014, with increasing standardization and bureaucratization of both K–12 and higher education institutions, this text remains a relevant and urgent read for educators and researchers alike. This 3rd edition features new material by the authors and an afterword by Robert Lake and Tricia Kress.

David A. Siegenthaler

Biographies & Memoirs

Using Children’s Literature to Learn about Disabilities and Illness: Second Edition

Dr. Blaska was concerned that books with characters with disabilities and illnesses were not being incorporated into the curricula in early childhood programs. During a sabbatical she researched this genre of literature, locating books and outlining strategies on how to use the books. She incorporated her research findings into the volume, and this newly revised edition updates these strategies. The book is designed for parents and early childhood professionals to help young children (birth through third grade) learn about disabilities and illnesses through children’s literature, and allow all children to have the opportunity to learn about diversity of ability much like they learn about cultural diversity.

Using Children’s Literature to Learn about Disabilities and Illness

Blaska, Joan K.

Children's Books

William F. Pinar and William M. Reynolds’ groundbreaking edited collection of essays, Understanding Curriculum as Phenomenological and Deconstructed Text, remains required reading across contemporary educational landscapes in North America and other transnational topographies. These richly “layered voices of teaching,” from Aoki to Taubman, by authors whose work has shaped the field in significant ways for over two decades, signify a stellar constellation of inspirited relations for curriculum scholars and students near and far. Thus the reissue of this collection is a precious gift of genealogical lineage and leverage, tracing the transformation of curriculum theory and praxis into new understandings that remain critical and urgent for our times. This treasure trove of textual identities, imaginings, and inspirations will continue to provide impassioned curricular provocations for generations to come.

Understanding Curriculum as Phenomenological and Deconstructed Text

Education & Teaching

Schools & Teaching

The author presents her stories with wit, passion, empathy, and deeply honest emotion. Men as well as women, teachers as well as students—-all will gain insight into the value of pursuing autobiographical writing as a tool for understanding self, schools, and society. A Foreword by curriculum scholar Susan H. Edgarton, and response essays by noted educators are an important component of this book. Referred to as a “force of nature”, Burke brings her unique energy to every page of this important volume. Burke’s stories and poems are a poignant collection of self-exploration, writing, and teaching. Teachers, mothers, and learners alike will find value in this colorful and meaningful volume.

Women and Pedagogy: Education through Autobiographical Narrative

Burke, Pattie C.S.

Community & Culture

G.W.F. Hegel’s concept of immanent critique, as filtered through John Dewey’s notion of experience, serves as the touchstone for this argument. Maxine Greene’s educational philosophy serves as a key inspirational referent. Since immanent critique is underdeveloped in education, it is the path less taken. A particular approach to the practice of immanent critique in education is illustrated through a set of essays that address the Curriculum and Pedagogy Group’s mission statement and through concluding professional development and teacher leadership narratives. A simulated town hall meeting provides further insights into this critical approach and hints at other ways immanent critique might be practiced in education. This collection offers a fresh examination of the epistemological foundations of curriculum studies through the lens of the ten-year history of the Curriculum and Pedagogy Conference and Publications.

The Path Less Taken: Immanent Critique in Curriculum and Pedagogy

Henderson, James G.

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