Next Article in Journal
Who Needs to Fit in? Who Gets to Stand out? Communication Technologies Including Brain-Machine Interfaces Revealed from the Perspectives of Special Education School Teachers Through an Ableism Lens
Previous Article in Journal
Ten Years’ Experience with an E-Learning Lecture Series on Cancer Biology and Pharmacology
Educ. Sci. 2013, 3(1), 17-29; doi:10.3390/educsci3010017

Curriculum Designed for an Equitable Pedagogy

1,*  and 2
Received: 12 November 2012 / Revised: 23 January 2013 / Accepted: 25 January 2013 / Published: 1 February 2013
View Full-Text   |   Download PDF [319 KB, uploaded 1 February 2013]   |   Browse Figure
Abstract: Rather than viewing curriculum as linear, a post-modern, learner-centered curriculum design is a spiral or recursive curriculum. Post-modernism provides a much less stable foundation upon which to build a model of student learning, a model that recognizes and even celebrates individual difference and one that is supported by research on how people learn. We propose one such curricular approach through an examination of a Bachelor of Integrative Studies program.
Keywords: learner centered; pedagogy; curriculum learner centered; pedagogy; curriculum
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Export to BibTeX |

MDPI and ACS Style

Cullen, R.; Hill, R.R. Curriculum Designed for an Equitable Pedagogy. Educ. Sci. 2013, 3, 17-29.

AMA Style

Cullen R, Hill RR. Curriculum Designed for an Equitable Pedagogy. Education Sciences. 2013; 3(1):17-29.

Chicago/Turabian Style

Cullen, Roxanne; Hill, Reinhold R. 2013. "Curriculum Designed for an Equitable Pedagogy." Educ. Sci. 3, no. 1: 17-29.

Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert