Scholars who study what schools should teach and how schools should be renewed, including progressive curriculum, curriculum theory, the reconceptualist movement, effective schools research and teacher education reform. A person belongs here when the cited article names curriculum theory, school renewal, effective schools or education reform as the person's work. It excludes instructional designers and measurement scholars, who sit in their own groups. Their work shaped debates over the purpose and content of schooling.
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Curriculum Theorists and School Reformers
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William Heard Kilpatrick (Wikipedia)
Has Member: William Heard Kilpatrick, LeadQuote, Has Member: William Heard Kilpatrick, Lead
Kilpatrick was a major figure in the progressive education movement of the early 20th century.
John Goodlad (Wikipedia)
Has Member: John I. Goodlad, LeadQuote, Has Member: John I. Goodlad, Lead
John I. Goodlad (August 19, 1920, November 29, 2014) was an educational researcher and theorist who published influential models for renewing schools and teacher education.
Wikipedia: William Pinar
Has Member: William F. Pinar, LeadQuote, Has Member: William F. Pinar, Lead
Known for his work in the area of curriculum theory, Pinar is strongly associated with the reconceptualist movement in curriculum theory since the early 1970s.
Ronald Edmonds (Wikipedia)
Has Member: Ronald Edmonds, LeadQuote, Has Member: Ronald Edmonds, Lead
Ronald R. Edmonds (May 24, 1935, July 15, 1983) was an American educator, author, and pioneer of effective schools research.
Wikipedia: Dwight W. Allen
Has Member: Dwight W. Allen, LeadQuote, Has Member: Dwight W. Allen, Lead
Dwight W. Allen (August 1, 1931, October 16, 2021) was a professor of education, eminent scholar, and lifelong education reformist.
Wikipedia: Philip W. Jackson
Has Member: Philip W. Jackson, intro of the articleQuote, Has Member: Philip W. Jackson, intro of the article
He coined the phrase "hidden curriculum" in his 1968 book entitled Life in Classrooms, in a section about the need for students to master the institutional expectations of school.
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