Nurturing High Expectations: Living a Well-Lived Curriculum on a Humanistic Perspective
(1) Sanata Dharma University, Yogyakarta
(*) Corresponding Author
Abstract
Keywords
Full Text:
PDFReferences
Bjork, C. (2013). Teacher training, school norms and teacher effectiveness in Indonesia. In Daniel Suryadarma & Gavin W. Jones (Eds.), Education in Indonesia (pp. 53-67). Singapore: Institute of South Asian Studies.
Brookfield, S.D. (2000).Transformative as ideology critique. In J. Mezirow, & Associates (Eds.), Learning as transformation (pp. 125-148). San Francisco: Jossey-Bass.
Brookfield, S.D. (2009). The concept of critically reflective practice. In A.L. Wilson, & E.R.Hayes (Eds.), Handbook of adult and continuing education (pp. 33-49). San Francisco: Jossey-Bass.
Bryk, A.S., Lee, V. E., & Holland, P.B. (1993). Catholic schools and the common good. Cambridge, MA: Harvard University Press.
Budiraharjo, M. (2013). A phenomenological study of Indonesian cohort groups transformative learning. Dissertations, Paper 507, accessible at http://ecommons.luc.edu/luc_diss/507
Budiraharjo, M. (2014). Kurikulum sebagai kontestasi nilai dan implikasinya bagi sekolah-sekolah swasta berbasis keagamaan. Paper presented in the seminar of education, Sanata Dharma University in cooperation with Asosiasi Sekolah-sekolah Jesuit Indonesia, August 16, 2014.
Budiraharjo, M., Muljani, R., Baskara, R, Nurmandi, A., Mutiarin, D., & Qodir, Z. (2014). The Role of Civil Society Organization in Education Service (Case Study Catholic Foundation and Muhammadiyah Organization, Indonesia).
Carey, L. & Dick, W. (1996). The systematic design of instruction. New York: Longman.
Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco: Jossey-Bass.
Dawson, J. (2005). A history of vocation: Tracing a keyword of work, meaning, and moral purpose. Adult Education Quarterly, 55(3), 220-231.
Hansen, D.T. (2008). Values and purpose in teacher education. In M. Cochran-Smith, S. Feinman-Nemser, D.J. McIntyre, & K. Demers (Eds.), Handbook of research on teacher education (3rd ed., pp.10-26). New York: Association of Teacher Education.
Kliebard, H.M. (2004). The struggle for the American curriculum 1893-1958 (3rd Ed.). New York: Routledge Falmer.
Mezirow, J.J. (1978). Perspective transformation. Adult Education, 28(20), 100-110.
Mezirow, J., & Associates (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.
Moran, D. (2000). Introduction to phenomenology. New York: Taylor & Francis.
Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.
Ozar, L. (1994). Creating a curriculum that works: A guide to outcome-centered curriculum decision making. NCEA.
Palmer, P.J. (1998). The courage to teach. San Francisco: Jossey-Bass.
Pinar, W.F., Reynolds, W.M., Slattery, P., & Taubman, P.M. (1995). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. New York: Peter Lang.
Sokolowski, R. (2000). Introduction to phenomenology. Cambridge, UK: Cambridge University Press.
Sprinthall, N.A., Reiman, A.J., Thies-Sprinthall, L. (1996). Teacher professional development. In J. Sikula, T.H. Buttery, &. E. Guyton (Eds.). Handbook of research on teacher education (pp. 666-703). New York: Simon & Schuster Macmillan.
Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago: The University of Chicago Press.
Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. New York: State University of New York Press.
Wiggins, G. & McTighe, J. (2005). Understanding by design (Expanded 2nd Ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
DOI: https://doi.org/10.24071/llt.v18i1.256
Refbacks
- There are currently no refbacks.
Copyright (c) 2016 Markus Budiraharjo
Indexed and abstracted in:
LLT Journal Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024
This work is licensed under CC BY-SA.
Creative Commons Attribution-ShareAlike 4.0 International License
LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.