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Journal articles on the topic 'Curriculum theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Lee, Kyungwon, Hangyun Cho, and Oh Nam Kwon. "An Analysis for the Characteristics of Mathematics Subject in IB DP Theory of Knowledge and Extended Essay Curriculum." SNU Journal of Education Research 31, no. 3 (September 30, 2022): 33–58. http://dx.doi.org/10.54346/sjer.2022.31.3.33.

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This study analyzes the theory of knowledge and the extended essay curriculum of the IB DP curriculum in order to derive implications for the reflection of characteristics of subjects in the cross-curricular curricula. In the IB DP curriculum, the theory of knowledge and the extended essay curriculum are core areas with academic characteristics that can be connected to multiple subjects. The theory of knowledge curriculum was analyzed from the perspective of the nature and ethics of mathematics. The extended essay curriculum was analyzed from the perspective of mathematical inquiry. The theory of knowledge curriculum provides knowledge questions related to mathematics so that students can experience various perspectives on the nature and ethics of mathematics. The extended essay curriculum provides procedures, methods, and cases for students to experience mathematical inquiry. This analysis can be used as basic data for developing curriculum documents and textbooks that can reflect the characteristics of individual subjects in the cross-curricular curricula.

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2

Druzhinina, Maria, Natalia Belkova, Elena Donchenko, Feng Liu, and Olga Morozova. "Curriculum Design in Professional Education: Theory and Practice." SHS Web of Conferences 50 (2018): 01046. http://dx.doi.org/10.1051/shsconf/20185001046.

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This article discusses the problem of ensuring the curricula quality. The aim of the theoretical research carried out by the authors is to clarify the perception of “curriculum design” with reference to international and domestic requirements for the curriculum development and quality assessment. During the research process, the “curriculum design” definition was given and curricula quality assessment criteria were selected. The authors conducted a comparative analysis of innovative, for different institutions, curricula which are implemented in the system of professional education: secondary, higher and vocational. In the article the authors focus on interactivity as the main criterion of the curriculum quality assessment. One of the results of implemented interactive working forms in education is to increase the level of students learning motivation. Involving not only teachers, but also students to the process of curriculum quality assessment promotes curriculum design development. This article covers the results of students’ satisfaction level assessment with curriculum quality in the vocational education system. In conclusion, it is pointed out that curriculum design is a dynamic process which ensures the quality of specialists’ training in the system of professional education

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3

BLYLER, NANCY ROUNDY. "Theory and Curriculum." Journal of Business and Technical Communication 7, no. 2 (April 1993): 218–45. http://dx.doi.org/10.1177/1050651993007002003.

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4

Saglietti, Luca, Stefano Sarao Mannelli, and Andrew Saxe. "An analytical theory of curriculum learning in teacher–student networks*." Journal of Statistical Mechanics: Theory and Experiment 2022, no. 11 (November 1, 2022): 114014. http://dx.doi.org/10.1088/1742-5468/ac9b3c.

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Abstract In animals and humans, curriculum learning—presenting data in a curated order—is critical to rapid learning and effective pedagogy. A long history of experiments has demonstrated the impact of curricula in a variety of animals but, despite its ubiquitous presence, a theoretical understanding of the phenomenon is still lacking. Surprisingly, in contrast to animal learning, curricula strategies are not widely used in machine learning and recent simulation studies reach the conclusion that curricula are moderately effective or even ineffective in most cases. This stark difference in the importance of curriculum raises a fundamental theoretical question: when and why does curriculum learning help? In this work, we analyse a prototypical neural network model of curriculum learning in the high-dimensional limit, employing statistical physics methods. We study a task in which a sparse set of informative features are embedded amidst a large set of noisy features. We analytically derive average learning trajectories for simple neural networks on this task, which establish a clear speed benefit for curriculum learning in the online setting. However, when training experiences can be stored and replayed (for instance, during sleep), the advantage of curriculum in standard neural networks disappears, in line with observations from the deep learning literature. Inspired by synaptic consolidation techniques developed to combat catastrophic forgetting, we propose curriculum-aware algorithms that consolidate synapses at curriculum change points and investigate whether this can boost the benefits of curricula. We derive generalisation performance as a function of consolidation strength (implemented as an L 2 regularisation/elastic coupling connecting learning phases), and show that curriculum-aware algorithms can yield a large improvement in test performance. Our reduced analytical descriptions help reconcile apparently conflicting empirical results, trace regimes where curriculum learning yields the largest gains, and provide experimentally-accessible predictions for the impact of task parameters on curriculum benefits. More broadly, our results suggest that fully exploiting a curriculum may require explicit adjustments in the loss.

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5

Deng, Zongyi. "Constructing ‘powerful’ curriculum theory." Journal of Curriculum Studies 53, no. 2 (February 24, 2021): 179–96. http://dx.doi.org/10.1080/00220272.2021.1887361.

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6

Smyth, Dr Robyn. "What is curriculum theory?" British Journal of Educational Technology 36, no. 1 (December 2, 2004): 119. http://dx.doi.org/10.1111/j.1467-8535.2005.00445_10.x.

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7

Popkewitz, Thomas S. "Curriculum study, curriculum history, and curriculum theory: the reason of reason." Journal of Curriculum Studies 41, no. 3 (June 2009): 301–19. http://dx.doi.org/10.1080/00220270902777021.

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8

Söhnge, Waldemar F., and Louis J. van Niekerk. "Curriculum as Text: Some Implications of Ricoeur's Hermeneutic Theory for Curriculum theory." Education as Change 9, no. 1 (July 2005): 168–84. http://dx.doi.org/10.1080/16823200509487109.

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9

Elliston, Edgar J. "Designing Leadership Education." Missiology: An International Review 16, no. 2 (April 1988): 203–15. http://dx.doi.org/10.1177/009182968801600207.

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Many leadership crises troubling both established and younger churches arise from inappropriate educational programs. Several basic curricular questions focus our attention on both leadership development needs and the design of leadership development curricula. Leadership theory, theology, anthropology, communication theory, curriculum theory, and development theory combine to help build perspectives for cross-cultural leadership development. Both the educational structures and processes as well as the content combine to shape the outcomes of educational programs. Curricula, then, which contextually balance the advantages of formal, nonformal, and informal education promise to be significantly more effective in terms of the purpose for theological education than traditional approaches.

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10

Kourilsky, Marilyn L., and Sheila R. Carlson. "Mini-Society and Yess! Learning Theory in Action." Citizenship, Social and Economics Education 1, no. 2 (June 1996): 105–17. http://dx.doi.org/10.2304/csee.1996.1.2.105.

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This analysis endeavours to demonstrate the mechanism by which incorporation of validated learning principles into a curriculum can maximise its potential effectiveness and impact on both cognitive and affective outcomes. The intent of this demonstration is to highlight for prospective curriculum innovators the importance of having a solid learning theory infrastructure in their target curricula. First, the article describes the experience-based Mini-Society framework and its embedded entrepreneurship curriculum, YESS! (Youth Empowerment and Self-Sufficiency). The analysis which follows explores how four research-informed learning theories were incorporated into the foundation of Mini-Society and YESS! and how their incorporation influenced the impact of these programmes.

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11

Hughes, John P. "Theory into practice in Australian progressive education." History of Education Review 44, no. 1 (June 1, 2015): 115–27. http://dx.doi.org/10.1108/her-03-2014-0027.

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Purpose – The purpose of this paper is to scrutinize the avowedly progressive curriculum delivered in the 1930s at the Enmore Activity School. Through this examination it delineates a gap in Australia between the theoretical formulations of progressive education and school practice. The study of this curriculum is used to locate historical trends and influences that aided or hindered the application of progressive education in Australia during the 1930s. Design/methodology/approach – Through a review of the archival and historical literature on the curriculum at the Enmore Activity School the paper defines the ways progressive education was understood in Australia at that time. Findings – The analysis reveals that Enmore delivered a type of progressive education Tyack dubs “administrative progressivism” in a programme that remained essentially orthodox. Yet although an authentically progressive curriculum proved elusive at Enmore the school did, by example, influence several later curriculums. Originality/value – This close up study provides insights into how central tenets of progressive education were understood, accepted, or rejected at the local level in Australia in the 1930s. It offers fresh perspectives on contemporary educational debates about progressive education.

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12

Coşkun Yaşar, Gülşah, and Berna Aslan. "Curriculum Theory: A Review Study." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 11, no. 2 (December 28, 2021): 237–60. http://dx.doi.org/10.31704/ijocis.2021.012.

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The aim of this literature review study was to examine the historical development of the concept of curriculum theory, its reflections on curriculum development studies, and teaching-learning processes and also to attract the attention of the researchers to the area of curriculum theory which was seen to be left aside for years. The research was designed by reviewing the literature, and different theoretical perspectives on curriculum development studies in the USA which historically dominated the field since the early 1900’s and Turkey were examined. In the first phase, the explanation of the concepts of curriculum, theory, curriculum theory, the chaotic structure, and discussions in the literature regarding the terminology of these concepts were given. It was concluded that in the literature the concept of curriculum theory has been used synonymously with the concepts of curriculum beliefs, educational value orientations, curriculum ideologies, and curriculum orientations. In addition, the classification of curriculum theories, curriculum development studies in which the reflections of curriculum theories could be seen, and the studies conducted in Turkey and abroad on this subject were included in the study. Taking the limited number of studies on curriculum theories and their lack of variety into account, future studies on curriculum theory are considered to feed the intellectual background of the field and attract the attention of the researches to theories of curriculum, which will fill the gap in the literature.

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13

이윤복 and Hyeon-Suk Kang. "Search of Curriculum Integration Based on Bruner’s Curriculum Theory." SECONDARY EDUCATION RESEARCH 62, no. 1 (March 2014): 117–45. http://dx.doi.org/10.25152/ser.2014.62.1.117.

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14

Goodson, Ivor F. "On Curriculum Form: Notes Toward a Theory of Curriculum." Sociology of Education 65, no. 1 (January 1992): 66. http://dx.doi.org/10.2307/2112693.

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15

Chiu, Thomas K. F., and Ching-sing Chai. "Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective." Sustainability 12, no. 14 (July 10, 2020): 5568. http://dx.doi.org/10.3390/su12145568.

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The teaching of artificial intelligence (AI) topics in school curricula is an important global strategic initiative in educating the next generation. As AI technologies are new to K-12 schools, there is a lack of studies that inform schools’ teachers about AI curriculum design. How to prepare and engage teachers, and which approaches are suitable for planning the curriculum for sustainable development, are unclear. Therefore, this case study aimed to explore the views of teachers with and without AI teaching experience on key considerations for the preparation, implementation and continuous refinement of a formal AI curriculum for K-12 schools. It drew on the self-determination theory (SDT) and four basic curriculum planning approaches—content, product, process and praxis—as theoretical frameworks to explain the research problems and findings. We conducted semi-structured interviews with 24 teachers—twelve with and twelve without experience in teaching AI—and used thematic analysis to analyze the interview data. Our findings revealed that genuine curriculum creation should encompass all four forms of curriculum design approach that are coordinated by teachers’ self-determination to be orchestrators of student learning experiences. This study also proposed a curriculum development cycle for teachers and curriculum officers.

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16

von Maltzan, Carlotta. "Deutsch im Kontext der südafrikanischen Bildungspolitik und der Ruf nach Dekolonisierung." Jahrbuch für Internationale Germanistik 50, no. 1 (January 1, 2018): 99–110. http://dx.doi.org/10.3726/ja501_99.

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Abstract 1979 veröffentlichte Michael W. Apple seine zu Fragen der Bildungspolitik bahnbrechende Untersuchung Ideology and Curriculum1. Hier vertritt er bereits die Auffassung, die er in der Folge in weiteren Veröffentlichungen vertieft2, dass ein Curriculum nicht nur Werte, Verpflichtungen und Ideale verkörpere, sondern gleichzeitig auch immer als selektiv zu betrachten sei, denn u.a. spiegele die Zusammensetzung eines Curriculums das jeweils bestehende Verhältnis zwischen Kultur und wirtschaftlicher Macht wider. Um es vereinfacht auszudrücken, diejenigen, die die Macht haben, entscheiden, was unterrichtet werden soll und damit als wissenswert angesehen werden sollte, welcher Wert diesem Wissen beigemessen und was aus dem Curriculum ausgelassen werden kann. Insofern kann diese Auswahl als ein politischer Akt betrachtet werden. Damit hat ein Curriculum an Schulen und Universitäten in jedem Land symbolischen Wert.

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17

Grumet, Madeleine R. "Curriculum Inquiry, Theory, and Politics." Curriculum Inquiry 39, no. 1 (January 2009): 221–34. http://dx.doi.org/10.1111/j.1467-873x.2008.01447.x.

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18

Anger, Suzy. "The Undergraduate Curriculum in Theory." Pedagogy 1, no. 3 (October 1, 2001): 539–45. http://dx.doi.org/10.1215/15314200-1-3-539.

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19

Moore, Brandon L. "Curriculum: from theory to practice." Educational Studies 39, no. 2 (May 2013): 244–50. http://dx.doi.org/10.1080/03055698.2012.717262.

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20

Elbaz, Freema, and Robert Elbaz. "Literary Theory, Curriculum Analysis, Harmony…" Curriculum Inquiry 15, no. 2 (June 1985): 201–6. http://dx.doi.org/10.1080/03626784.1985.11075959.

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21

Jewett, Ann E. "Curriculum theory in physical education." International Review of Education 35, no. 1 (1989): 35–49. http://dx.doi.org/10.1007/bf00597682.

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22

Payne, Phillip G. "Environmental Education and Curriculum Theory." Journal of Environmental Education 37, no. 2 (January 2006): 25–35. http://dx.doi.org/10.3200/joee.37.2.25-35.

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23

Edwards, Richard. "Whatever happened to curriculum theory?" Pedagogy, Culture & Society 19, no. 2 (July 2011): 173–74. http://dx.doi.org/10.1080/14681366.2011.582254.

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24

진영석. "An alternative view in curriculum studies : Neo-Confucianist curriculum theory." Journal of Curriculum Studies 30, no. 3 (September 2012): 1–20. http://dx.doi.org/10.15708/kscs.30.3.201209.001.

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25

Ramsay, John G., and Herbert M. Kliebard. "Forging the American Curriculum: Essays in Curriculum History and Theory." History of Education Quarterly 33, no. 3 (1993): 459. http://dx.doi.org/10.2307/368236.

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26

Goodson, Ivor. "Curriculum Reform and Curriculum Theory: a case of historical amnesia." Cambridge Journal of Education 19, no. 2 (January 1989): 131–41. http://dx.doi.org/10.1080/0305764890190203.

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27

Erevelles, Nirmala. "Understanding curriculum as normalizing text: disability studies meet curriculum theory." Journal of Curriculum Studies 37, no. 4 (July 2005): 421–39. http://dx.doi.org/10.1080/0022027032000276970.

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28

Elliott, Victoria. "Engaging curriculum: bridging the curriculum theory and English Education divide." English in Education 53, no. 3 (August 2, 2019): 266–71. http://dx.doi.org/10.1080/04250494.2019.1644871.

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29

Priestley, Mark. "Whatever happened to curriculum theory? Critical realism and curriculum change." Pedagogy, Culture & Society 19, no. 2 (July 2011): 221–37. http://dx.doi.org/10.1080/14681366.2011.582258.

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30

Uljens, Michael. "Non-Affirmative Curriculum Theory in a Cosmopolitan Era?" Revista Tempos e Espaços em Educação 9, no. 18 (April 11, 2016): 121–32. http://dx.doi.org/10.20952/revtee.v9i18.4970.

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National curriculum making and curriculum theory are challenged by globally growing political, economic and technological interdependencies, transnational homogenization and aggregation processes. In addition increasing pluralisms within nation states present new topics to be solved. These issues are not new from an education theory perspective. A task and contribution in modern education has been a concept explaining how e.g. socialization (social cohesion) and personalization (individuation) may be considered as integrated ratherthan excluding processes. The modern, or classic, approach early identified dilemmas connected to a reproduction- and transformation oriented curricula, as well as dilemmas emanating from descriptive-technological and normative theory. This article elaborates on relational core concepts developed in nineteenth century modern education theory (Fichte, Hegel, Schleiermacher,Herbart, Snellman). Utilizing concepts from modern education theory a non-affirmative position is argued for as an answer to parts of contemporary challenges.

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31

Cheatham, Michael L. "A Structured Curriculum for Improved Resident Education in Statistics." American Surgeon 66, no. 6 (June 2000): 585–88. http://dx.doi.org/10.1177/000313480006600611.

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Many resident physicians do not receive sufficient education in statistical theory and study design to allow them to effectively interpret and apply the medical literature to patient care. A survey of 62 surgical residency programs identified that only 33 per cent include formal statistics teaching in their curricula. A structured curriculum was formulated to introduce surgical residents to basic statistical theory, common statistical tests, and study design. Lectures were integrated into an existing monthly journal club in which manuscripts reviewed were used to illustrate the statistical concepts taught. Knowledge improvement was determined using a multiple choice test given before and after completion of the curriculum. Mean test scores increased significantly as a result of the curriculum ( P < 0.004). Formal statistics education using a structured curriculum significantly improves resident physician knowledge of statistical theory and study design. Such teaching can be easily integrated into a residency program's existing curriculum.

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32

Parr, Damian M., and Mark Van Horn. "Development of Organic and Sustainable Agricultural Education at the University of California, Davis: A Closer Look at Practice and Theory." HortTechnology 16, no. 3 (January 2006): 426–31. http://dx.doi.org/10.21273/horttech.16.3.0426.

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In the mid-1970s, University of California, Davis, students concerned about the environmental and social consequences of modern agriculture were interested in exploring the practice and theory of “alternative” agriculture. These students organized to create new educational opportunities to address needs that were not being met by the existing curricula. These student-initiated opportunities emphasized interdisciplinary analyses of agriculture and field-based experiential learning; they included student-organized courses and the development of the Student Experimental Farm (SEF) as a site for student education, research, demonstration, and extension projects. Over the next three decades, the SEF developed diverse experiential educational projects, classroom and field-based courses focusing on sustainable and organic agriculture, and several departments and programs offered additional, related courses and curricula. In 2004, an interdisciplinary curriculum committee within the College of Agricultural and Environmental Sciences began to develop an undergraduate major in sustainable agriculture. A team of faculty and students within the committee conducted a broad stakeholder survey of agricultural practitioners, academics, students, and alumni to help inform decisions regarding what content, skills, and experiences to include in the curriculum. The survey findings reinforced the original curricular and pedagogical themes articulated and acted upon by students 30 years prior. The proposed curriculum is aimed at integrating disciplinary and interdisciplinary coursework in natural and social sciences, significant on- and off-campus experiential learning, and an emphasis on professional and interpersonal problem-solving and communication skills. Educational theory supports these diverse educational approaches and is useful in helping design courses and curricula in organic and sustainable agriculture.

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33

Baraei, Ali, Behrooz Mahram, and Bakhtiar Shabani Varaki. "Essential Components of Miller’s Soulful Curriculum Theory." Athens Journal of Education 9, no. 3 (July 26, 2022): 451–68. http://dx.doi.org/10.30958/aje.9-3-6.

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The soulful curriculum makes the educational environment dynamic and robust. This study’s primary purpose was to identify the essential components of the soulful curriculum from Miller’s viewpoint. An inductive approach and content analysis were applied to achieve this purpose. The essentials, principles, and techniques of the soulful curriculum were extracted from Miller’s perspective, and finally, the critical components of the soulful curriculum were inferred and explained by integrating the essentials, principles and techniques of Miller’s Curriculum. Accordingly, we reviewed Millers’ two seminal works called Holistic Education and Education and the Soul: Toward a Spiritual Curriculum. The cause for selecting these two works was comprehensiveness and consistency in expressing John Miller’s ideas fundamental to orientation. By integrating the results, the essential components of the soulful curriculum were categorized into six dimensions: holism, introspection, naturalism, connectivism, balancing, and energization. Keywords: soulful curriculum, holism, naturalism, connection, John Miller

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34

Sinclair, James, Katherine W. Bromley, Karrie A. Shogren, Christopher Murray, Deanne K. Unruh, and Beth A. Harn. "An Analysis of Motivation in Three Self-Determination Curricula." Career Development and Transition for Exceptional Individuals 40, no. 3 (October 25, 2016): 175–85. http://dx.doi.org/10.1177/2165143416676081.

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Self-determination skill development is a central construct in the field of secondary special education. Recently, there has been discussion to revisit the motivational theoretical roots that influence the conceptualization of self-determination in special education, and merge motivational theories with instructional practices. Self-determination can be taught in a variety of formats, but one popular means is through self-determination curricula. To determine how motivational theories are reflected in self-determination instruction, a curriculum analysis was completed. Three motivational theories (contextual theory, self-determination theory, achievement goal theory) and three self-determination curricula (Steps to Self-Determination, Whose Future Is it Anyway?, and ME! Lessons for Teaching Self-Awareness and Self-Advocacy) were analyzed. Results indicated variability of the presence of motivational theory across curriculum.

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35

Harris, Richard, and Katharine Burn. "Curriculum theory, curriculum policy and the problem of ill‐disciplined thinking." Journal of Education Policy 26, no. 2 (March 2011): 245–61. http://dx.doi.org/10.1080/02680939.2010.498902.

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36

Reid, William. "Curriculum theory and curriculum change: What can we learn from history?∗." Journal of Curriculum Studies 18, no. 2 (April 1986): 159–66. http://dx.doi.org/10.1080/0022027860180205.

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Proctor, James D. "Theory in, theory out: NCSE and the ESS curriculum." Journal of Environmental Studies and Sciences 5, no. 2 (March 29, 2015): 218–23. http://dx.doi.org/10.1007/s13412-015-0237-9.

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38

Lundgren, Ulf P. "When curriculum theory came to Sweden." Nordic Journal of Studies in Educational Policy 2015, no. 1 (January 2015): 27000. http://dx.doi.org/10.3402/nstep.v1.27000.

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39

Chambers, Cynthia. "A Topography for Canadian Curriculum Theory." Canadian Journal of Education / Revue canadienne de l'éducation 24, no. 2 (1999): 137. http://dx.doi.org/10.2307/1585924.

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40

Lee, Yoba. "Complexity Theory and Learner-Centered Curriculum." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 10 (May 31, 2021): 663–83. http://dx.doi.org/10.22251/jlcci.2021.21.10.663.

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41

Teitelbaum, Kenneth. "Curriculum, conflict, and critical race theory." Phi Delta Kappan 103, no. 5 (February 2022): 47–53. http://dx.doi.org/10.1177/00317217221079979.

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Recent discussions about critical race theory (CRT) have exposed, once again, the heated disagreements that prevail in the United States regarding the nature of its racial past and present. This debate is highly significant in itself, but the dispute is also noteworthy for revealing how quickly a contentious issue can become a lightning rod for considerations of what students should learn. This article addresses CRT and the role it can play in helping to explore past and current racial politics; the value of placing the current controversy within the context of a long history of curriculum conflict; and the need for critical reflection, active collaboration, and courage among educators.

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42

Schemm, R. L., M. Corcoran, E. Kolodner, and R. Schaaf. "A Curriculum Based on Systems Theory." American Journal of Occupational Therapy 47, no. 7 (July 1, 1993): 625–34. http://dx.doi.org/10.5014/ajot.47.7.625.

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43

Ornstein, Allan C. "The Theory and Practice of Curriculum." Kappa Delta Pi Record 24, no. 1 (October 1987): 15–17. http://dx.doi.org/10.1080/00228958.1987.10517823.

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44

Sanders, Katherine, Patrick V. Farrell, and Sarah K. A. Pfatteicher. "Curriculum Innovation Using Job Design Theory." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 50, no. 6 (October 2006): 779–83. http://dx.doi.org/10.1177/154193120605000604.

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45

Roberts, Kathryn L. "Theory of nursing as curriculum content." Journal of Advanced Nursing 10, no. 3 (May 1985): 209–15. http://dx.doi.org/10.1111/j.1365-2648.1985.tb00514.x.

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46

Roberts, Lisa C. "Curriculum Theory and Museum Education Practice." Journal of Museum Education 31, no. 2 (June 2006): 77–78. http://dx.doi.org/10.1080/10598650.2006.11510533.

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47

Shire, Michael J. "Jewish Spiritual Development and Curriculum Theory." International Journal of Children's Spirituality 2, no. 2 (December 1997): 53–59. http://dx.doi.org/10.1080/1364436970020206.

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48

Lovat, T. J. "Curriculum Theory: the oft‐missing link." Journal of Education for Teaching 14, no. 3 (January 1988): 205–13. http://dx.doi.org/10.1080/0260747880140301.

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49

Cain, Tim. "Theory, technology and the music curriculum." British Journal of Music Education 21, no. 2 (June 24, 2004): 215–21. http://dx.doi.org/10.1017/s0265051704005650.

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In this short article I present a case for developing a new theory of music education, arguing that advances in music technology have undermined some of the most basic conceptual frameworks we currently possess. I describe some problems that might make the development of a new theory difficult and suggest some ways in which they might be overcome. My hope is that this paper will inspire people to consider the development of such a theory.

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Ornstein, Allan C., and Francis P. Hunkins. "Curriculum Theory: Meaning, Function, and Practice." NASSP Bulletin 73, no. 519 (October 1989): 103–10. http://dx.doi.org/10.1177/019263658907351916.

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