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List of tables ix
Preface x
Acknowledgments xix
Curriculum: the theoretic domain 1
The curriculum and its ideological conceptions 3
Curriculum, quality and freedom 37
Curriculum design and theorizing 56
Some limitations of the objectives model in curriculum 70
A process-inquiry model for the design of curriculum 84
Democratic pedagogy: the practical 107
The teacher as researcher: action research as the basis for teaching and professional development 109
Action research and philosophy: origins, nature and conduct of inquiry 123
The action research seminar and democratic pedagogy 137
Controversial issues, evidence and pedagogy 149
Ethics, inquiry and practical reason: towards an improved pedagogy 158
Teacher values and teacher education 175
Teachers' human values and ideologies 177
Curriculum and evaluation: the critical domain 197
The countenance of evaluation and the special place of action research 199
References 218
Index 237
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