Transformative Curriculum
This text differentiates between schooling and education and focuses on changing the curriculum so that it represents a more meaningful experience for students. This means that the focus should be on meaningful student learning rather than measurable organizational outcomes. It also indicates that reflective teaching should be the standard rather than technical review. Reflective teaching is an umbrella term covering related ideas such as thoughtful instruction, teacher research, teacher narrative, and teacher empowerment. On the other hand, technical review teaching is a relatively precise form of technical rationality and depends on research-identified instructional techniques that help attain the goal of ensuring students' standardized test achievement.
According to the author, curriculum design gives teachers and others an image of the curriculum to be developed, much like an architect gives clients a drawing of the house to be built for them. Additionally, curriculum evaluation should focus on assessing the deep meaning a student has gleaned rather than the completion of standardized exams. Finally, school culture is the "invisible, taken-for-granted flow of beliefs and assumptions that gives meaning to what people say and do. Transformative curriculum leadership is a demanding approach to systemic educational change, and the inspiration and dedication to engage in it must lie deep within each person.
An extensive section of notes on this text can be accessed by clicking on the "Coursework" button and selecting the appropriate course - Curriculum and Instruction.