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This book provides educators with guidance on studying and practicing a curriculum problem solving artistry that is focused on deepening students’ subject matter understandings through democratic self and social understandings.
James G. Henderson is Professor of Curriculum Studies at Kent State University, where he holds the Rebecca Tolle and Burton W. Gorman Chair in Educational Leadership. His publications address the topics of reflective teaching, transformative curriculum leadership, democratic collegial study, curriculum wisdom, curriculum-based pedagogy, and reconceptualized curriculum development. Daniel J. Castner is an Assistant Professor of Early Childhood Education & Teacher Leadership at Bellarmine University in Louisville, Kentucky. His scholarship addresses teachers' endeavors to enact and lead democratic curriculum and pedagogy amidst the era of standardization and accountability. Jennifer L. Schneider is a doctoral candidate in Curriculum and Instruction at Kent State University with an academic and teaching background in Art Education, Art History, and English Education. Her scholarly interests dwell in aesthetics, everyday life, and holistic education.
PREFACE INTRODUCTION: TEN FUNDAMENTALS Chapter 1: THEORETICAL PLATFORM Chapter 2: PROFESSIONAL AWAKENING Chapter 3: CREATIVE TEACHING Chapter 4: GENERATIVE LEAD-LEARNING Chapter 5: PARTICIPATORY EVALUATING Conclusion
