本研究旨在探究課程慎思應用於教室層級課程實施的價值，藉以提供我國小學課程與教學革新的建議。透過文獻探討，分析課程慎思的義涵與重要性，探究課程慎思在教室層級課程實施的應用途徑，以及語文教學的概況、發展與相關議題；最後，綜合相關研究的探討，選擇小學語文教學作為研究主題。因此，採取質的個案研究方法，探索三位小學低年級教師的語文課程實踐；透過教師訪談與教室觀察，自2000年進行至2001年，藉以深入理解個案教師的課程構思、實踐與反省的內容，分析個案教師的慎思特質，探討相關的影響因素、以及課程慎思發揮的功能。綜合研究討論結果，獲得以下結論：一、課程慎思即實踐藝術的應用，折衷藝術為關鍵的要素；二、課程慎思為Schwab倡議，能提升課程發展與實踐的品質；三、教室的課程實施為實踐問題，適於個人課程慎思的應用；四、課程慎思在語文教育的應用，重視過程導向的實踐活動；五、教師具有不同程度的慎思特質，賴以處理教室實踐活動；六、教師的課程慎思受教師、內容、學生與情境等因素的影響；七、應用課程慎思的課程實施，能發揮由內而外的改革效果。所以，本研究就語文課程與教學的經營、教室層級的課程發展、教師課程慎思知能的提升、課程政策的實施、與後續研究的方向等方面，提出相關的建議。

The purpose of this study was to explore the application of curriculum deliberation in classroom curricular implementation. The review of literature included three parts: (1) its origin in history, connotation and significance; (2) the function of curriculum deliberation, and its application in classroom curricular implementation; (3) the recent development and issues of language arts in the elementary education. The field study was to investigate the language arts (Mandarin Chinese) teaching of three case elementary teachers in their classrooms. The methods applied in this study included the classroom observation and in-depth interview. There are seven conclusions resulted from this study, which were as follows: (1) curriculum deliberation is as the application of practical arts, inseparable from eclectic arts; (2) the perspective of curriculum deliberation was initiated by J. Schwab, which could improve the quality of curriculum development and practice; (3) the task of classroom curricular implementation is practical problems, which would be dealt properly with the application of curriculum deliberation; (4) the application of curriculum deliberation in language arts practice would be process-oriented; (5) the three case teachers had the characters of curriculum deliberation to some degree; (6) the curriculum deliberations of teachers were influenced by the practical perspectives of themselves, the interactions of the students, general and specific, and the classrooms situation; (7) the application of curriculum deliberation could encourage the curricular and instructional reform within classrooms. Drawn from the study experience, there are some implications provided for structuring the language arts practices, classroom as a curriculum-developing occasion, fostering the capacities of curriculum deliberation, the implementation of curriculum policies, and further research.

壹、中文部分
古國順(1989)。當前國語文教育的檢討和改進。載於教育部人文及社會學科教育指導委員會主編，國語文教學研究(頁107-118)。台北：幼獅。
朱孝利(1987)。論國小閱讀課之內涵及實施。國民教育，38(2)，59-63。
江淑惠(1987)。對於識字教學的幾點意見—兼「集中識字」法之檢討。臺北師院語文集刊，2，1-15。
伍霖生(編錄)(1991)。傅抱石畫論。台北：藝術家。
何三本(1999)。九年一貫語文教材之編選與教學之設計。載於國立新竹師範學院語文教育學系主編，民國以來國民小學語文課程教材教法學術研討會論文集(頁23-38)，新竹。
吳敏而(1990a)。兒童語意與語法的發展。華文世界，56，2-14。
吳敏而(1990b)。國語拼音學習的基本能力。華文世界，56，15-22。
吳敏而(1990c)。兒童朗讀國字與注音符號的錯誤分析。華文世界，56，23-30。
吳敏而(1994a)。由中英文閱讀策略的比較看中文閱讀教學。台灣省國民學校教師研習會編印，國民小學國語科教材教法研究第三輯(頁11-27)。台北：台灣省國民學校教師研習會。
吳敏而(1994b)。文字書本概念與閱讀能力的關係。台灣省國民學校教師研習會編印，國民小學國語科教材教法研究第三輯(頁47-59)。台北：台灣省國民學校教師研習會。
吳敏而(1994c)。摘取文章大意的教材教法。台灣省國民學校教師研習會編印，國民小學國語科教材教法研究第三輯(頁93-107)。台北：台灣省國民學校教師研習會。
吳敏而(1998)。語文學習百分百。台北：天衛。
吳敏而、徐雪貞(1994)。國民小學學生文章理解層次分析。台灣省國民學校教師研習會編印，國民小學國語科教材教法研究第三輯(頁79-91)。台北：台灣省國民學校教師研習會。
吳敏而、黃琪芬(1994)。幼兒對文字用途的認識。台灣省國民學校教師研習會編印，國民小學國語科教材教法研究第三輯(頁37-46)。台北：台灣省國民學校教師研習會。
李子建、黃顯華(1996)。課程：範式、取向和設計。台北：五南。
李連珠(譯)(1997)。K. S. Goodman著。全語言的全，全在哪裡？台北：信誼出版社。
杜淑貞(1986)。國小作文教學探究。台北：學生書局。
沈清松(1998)。情意發展與實踐智慧。通識教育季刊，5(1)，65-84。
沈添鉦(2000)。從傳播科技的發展看語文教育的內涵與趨勢。國民教育研究學報，6，61-78。
沈添鉦、黃秀文、黃繼仁(1999)。小學高年級學童在全語課程中的寫作發展。(國科會專案報告，計畫編號：NSC-87-241-H-023-002)。
沈添鉦、黃秀文、黃繼仁(2001)。國小高年級學童在全語取向語文課程中的寫作表現。國民教育研究學報，7，243-271。
林幸姿(1997)。國小階段教師參與課程發展之研究。國立台灣師範大學，教育學系碩士論文，未出版，台北。
林佩璇(2000)。個案研究及其在教育研究上的應用，載於國立中正大學教育學研究所主編，質的研究方法(頁199-221)。高雄：麗文。
林金龍(1996)。漢字構形的再認識—從心理學談起。人文及社會科學通訊，7(4)， 162-174。
林進材(1997)。國民小學教師教學思考之研究。國立台灣師範大學教育學系博士論文，未出版，台北。
林進材(1999)。教學研究與發展。台北：五南。
柯華葳(1994)。由兒童會錯意的字分析探討兒童認字的方法。台灣省國民學校教師研習會編印，國民小學國語科教材教法研究第三輯(頁29-35)。台北：台灣省國民學校教師研習會。
徐守濤(1996)。兒童作文評鑑的探討。載於黃政傑主編，國語科教學法(頁97-106)。台北：師大書苑。
徐守濤、鍾吉雄(1995)。師範學院國文教材架構設計之研究。載於國立屏東師範學院主編，八十四學年度師範學院教育學術論文發表會論文集(頁163-197)，屏東。
高敬文(1999)。質化研究方法論。台北：師大書苑。
高新建(1991)。國小教師課程決定之研究。國立台灣師範大學教育學系碩士論文，未出版，台北。
高嘉蔆(1996)。和花花草草玩遊戲。台北：台灣書店。
國立編譯館主編(1988)。語文科教學研究。台北：正中書局。
張新仁(1992)。寫作教學研究--認知心理學取向。高雄：復文。
張新仁(1996)。過程導向的作文教學策略。載於黃政傑主編，國語科教學法(頁107-128)。台北：師大書苑。
教育部(1993)。國民小學課程標準。台北：教育部。
教育部(1998a)。小班教學示範計畫。1999年4月10日，取自http://www.isst.edu.tw/small/spirit
教育部(1998b)。國民教育階段九年一貫課程總綱綱要。台北：教育部。
教育部(2000)。「全國兒童閱讀實施計畫」。2002年4月26日，取自http://reading.educities.edu.tw/readingplan/index.html
教育部(2002)。全國兒童閱讀實施計畫(修正版)。台北：教育部。
陳弘昌(1995)。國語科混合教學法的理論與實際。載於國立台東師院主編，第一屆小學語文課程教材教法國際學術研討會論文集(頁785-800)，台東。
陳伯璋(1988)。教育研究方法的新取向—質的研究方法。台北：南宏。
陳伯璋(1999)。九年一貫課的理念與理論分析。載於中華民國教材研究發展學會編印，邁向課程新紀元—九年一貫課程研討論文集(頁10-18)，台北。
陳美玉(1997)。教師專業 : 教學理念與實踐。高雄：麗文。
陳鳳如(1996)。活動式寫作教學對國小兒童寫作表現與寫作歷程之實驗研究。國立台灣師範大學教育心理與輔導研究所碩士論文，未出版，台北。
單文經(1996)。班級經營策略研究。台北：師大書苑。
湯廷池(1989a)。從現代語言教學的觀點談小學國語教學與外籍學生華語教學(之二)。華文世界，51，52-57。
湯廷池(1989b)。從現代語言教學的觀點談小學國語教學與外籍學生華語教學(之三)。華文世界，52，9-15。
黃光雄(1996)。台灣版序，載於李子建、黃顯華(1996)。課程：範式、取向和設計。台北：五南。
黃光雄、蔡清田(1999)。課程設計—理論與實際。台北：五南。
黃秀文(1997)。小學一年級學童書寫型式與概念之研究。國民教育研究學報，3，121-154。
黃政傑(1990)。課程評鑑。台北：師大書苑。
黃政傑(1991)。課程設計。台北：東華。
黃政傑編著(1996)。質的教育研究：方法與實例。台北：漢文。
黃政傑(1997)。課程改革的理念與實踐。台北：漢文。
黃政傑(1999)。課程改革，第三版。台北：漢文。
黃政傑主編(1998)。質的教育研究：方法與實例。台北：漢文。
黃瑞祺(1996)。批判社會學—批判理論與現代社會學。台北：三民。
黃維樑(1986)。清通與多姿—中文語法修辭論集。台北：時報。
黃繼仁(1997)。美國小學全語教學之研究。國立台灣師範大學教育學系碩士論文，未出版，台北。
黃繼仁(1999)。「一班三十五人是最好的班級規模嗎？」—從美國的小班政策談起，今日教育，64，70-78。
黃繼仁、甄曉蘭、周立勳(2001)。國小教師國語教學信念及相關因素之調查研究。教育研究集刊，47，107-130。
楊深坑(1988)。理論、詮釋與實踐。台北：師大書苑。
楊深坑(1998)。美育與實踐智慧。通識教育季刊，5(1)，123-136。
楊深坑(1999)。知識形式與比較教育。台北：揚智。
葉虹(1993)。思考日記。台北：財團法人毛毛蟲兒童哲學基金會。
甄曉蘭(1996)。從典範轉移的再思論質的研究崛起的意義。嘉義師院學報，10，119-146。
甄曉蘭(1999)。從知識論的辯談課程發展問題—以台灣課程改革為例。載於國立台灣師範大學教育學系教育部國家講座主編，教育科學的國際化與本土化(頁589-616)。台北：揚智。
甄曉蘭(2000a)。新世紀課程改革的挑戰與課程實踐理論的重建，載於國立台灣師範大學教育學系主編，教育研究集刊，44，61-89。
甄曉蘭(2000b)。教師與教學研究。載於洪志成主編，教學原理(頁383-408)。高雄：復文。
甄曉蘭(2001)。中小學課程改革與教學革新。台北：元照。
甄曉蘭、周立勳、黃繼仁(2000)。從學科觀點探究建構教學理念於國小各科教學之應用(III)—以國語科教學為例。(國科會專案報告，計畫編號：NSC89-2413-H-003-034)。
劉瑩(1995)。創造思考教學對國小五年級學生作文能力之影響。載於國立台東 師範學院主編，第一屆小學語文課程教材教法國際學術研討會論文集(頁567-597)，台東。
歐用生(1981)。課程研究方法論—課程研究的社會學分析。高雄：復文。
歐用生(1996a)。教師專業成長。台北：師大書苑。
歐用生(1996b)。芳蘭鐸聲—邁向師資培育的新紀元。台北：康和。
歐用生(1999a)。落實學校本位的課程發展。國民教育，39(4)，2-7。
歐用生(1999b)。新世紀的學校。台北：臺灣書店。
歐用生(2000a)。課程改革。台北：師大書苑。
歐用生(2000b)。教師是轉型的知識分子。國民教育，41(2)，2-10。
歐用生、吳敏而、李麗卿(1992)。大陸小學教育政策與教育內容之研究—語文組。台北：國立台灣師範大學教育研究中心(教育部委託)。
歐陽教(1995)。教育哲學導論。台北：文景。
歐陽教、陳滿銘、李琪明(1999)。我國中小學國語文基本學力指標系統規劃研究。台北：國立台灣師範大學教育研究中心(教育部委託)。
鄭明長(1997)。課程實施與教室討論歷程的詮釋分析—以國小五年級社會課程觀察為例。國立政治大學教育研究所博士論文，未出版，台北。
鄭博真(1999)。台灣地區寫作及其教學研究的回顧與展望。載於國立新竹師範學院語文教育學系主編，民國以來國民小學語文課程教材教法學術研討會論文集(頁69-86)，新竹。
簡良平(2001)。中小學學校課程決定之個案研究。國立台灣師範大學教育學系博士論文，未出版，台北。
簡紅珠(1998)。教師教學決定：內涵、思考歷程與影響因素--兼談如何改進教學決定技能。課程與教學，1(4)，43-56。
蘇友泉(1995)。國小三年級寫字教學之省思。載於台東師範學院主編，第一屆小學語文課程教材教法國際學術研討會論文集(頁413-435)，台東。
蘇伊文、楊裕貿(1994)。台灣地區國小五年級學童國語文基本能力調查。 載於台南師範學院主編，八十二學年度師範學院教育學術語文發表會(頁29-65)，台南。
貳、英文部分
Adams, M. J. (1994). The progress of the whole-language debate. Educational Psychologist, 29(4), 217-222.
Anderson, E. (1992). Reading the changes. Philadelphia: Open University.
Applebee, A. N. (1996). Curriculum as conversation: Transforming traditions of teaching and learning. Chicago: The University of Chicago.
Applebee, A. N., & Purves, A. C. (1992). Literature and the English language arts. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 726-748). New York: MacMillan.
Aristotle. (1925/1980). Nichomachean Ethics (D. Ross, Trans.). Oxford: Oxford University.
Atkins, E. (1986). The deliberative process: An analysis from three perspectives. Journal of Curriculum and Supervision, 1(4), 265-293.
Baynham, M. (1995). Literacy practices: Investigating literacy in social contexts. New York: Longman.
Bell, J. S. (1993). Finding the commonplaces of literacy. Curriculum Inquiry 23(2), 131-53.
Beyer, L. E. (1991). Curriculum deliberation. In A. Lewy (Ed.), The International encyclopedia of curriculum (pp. 304-306). New York: Pergamon.
Beyer, L. E., & Liston, D. P. (1996). Curriculum in conflict: Social visions, educational agendas, and progressive school reform. New York: Teachers College.
Bloome, D. (Ed.). (1989). Classrooms and literacy. Norwood, NJ: Ablex..
Brady, L. (1986). Models for curriculum development. Curriculum and Teaching, 1(1/2), 25-32.
Bogdan, R. C., & Biklen, S. K. (1982). Qualitative research for education: An introduction to theory and methods. Boston: Allyn & Bacon.
Calderhead, J. (Ed.). (1987). Exploring teachers' thinking. London : Cassell.
Carr, W. (1987). What is an educational practice? Journal of Philosophy of Education, 21(2), 163-175.
Carr, W. (1989). Introduction. In Carr, W. (Ed.). Quality in teaching: Arguments for a reflective profession (pp. 1-18). London: The Falmer press.
Carr, W., & Kemmis, S. (1986). Becoming critical : Education, knowledge and action research. Great Britain: Taylor & Francis.
Clandinin, D. J. (1986). Classroom practice: Teacher images in action. Philadelphia: The Falmer press.
Clandinin, D. J., & Connelly, F. M. (1991). Narrative and story in practice andresearch. In D. A. Schön. (Ed.), The reflective turn: Case studies in and on educational practice (pp. 258-281). New York: Teachers College.
Clandinin, D. J., & Connelly, F. M. (1992). Teacher as curriculum maker. In P. Jackson (ed.), Handbook of research on curriculum (pp. 363-401). New York: MacMillan.
Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock, (Ed.), Handbook of research on teaching (3rd ed., pp. 255-296). New York: Macmillan.
Clark, C. M., & Yinger, R. J. (1980). The hidden world of teaching: Implications of research on teacher planning. (ERIC Document Reproduction Service No. ED 191844).
Clark, C. M., & Yinger, R. J. (1987). Teacher planning. In J. Calderhead. (Ed.), Exploring teachers’ thinking. London : Cassell.
Clay, M. (1972). Reading. The patterning of complex behavior. Auckland, New Zealand: Heinemann.
Cohen, J. (1999). Deliberation, tradition, and the problem of incommensurability: Philosophical reflections on curriculum decision making. Educational Theory, 49(1), 71-89.
Connelly, F. M. (1983). Editorial. Curriculum Inquiry, 13(3), 235-238.
Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College.
Cuban, L. (1976). Urban school chiefs under fire. Chicago: University of Chicago.
Dewey, J. (1910/1991). How we think? Boston: Heath.
Dewey, J. (1922/1957). Human nature and conduct : An introduction to social psychology. New York : Random House.
Dillon, J. T. (1994). Deliberation in education and society. New Jersey: Ablex.
Dixon-Krauss, L. (1996). Vygotsky in the classroom: Mediated literacy instruction and assessment. NewYork: Longman.
Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock, (Ed.), Handbook of research on teaching (3rd ed., pp. 392-431). New York: Mccmillan.
Duffee, L., & Aikenhead, G.S. (1992). Curriculum change, student evaluation, and teacher practical knowledge. Science Education, 76, 493-506.
Edelsky, C., Altwerger, B., & Flores, B. (1991). Whole language: What’ s the difference? Portsmouth, NH: Heinemann.
Ediger, M. (1991). Reading: Skills versus ideas. (ERIC Document Reproduction Service No. ED339998)
Eisner, E. (1984). No easy answers: Joseph Schwab’s contributions to curriculum. Curriculum Inquiry, 14(2), 201-210.
Eisner, E. (1992). Curriculum ideologies. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 302-326). New York: Macmillan.
Eisner, E. (1994). The educational imagination: On the design and evaluation of school programs (3rd ed.). New York: Macmillan.
Eisner, E. (1998). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. New Jersey: Prentice-Hall.
Elbaz, F. (1981). The teacher’s “practical knowledge”: Report of a case study. Curriculum Inquiry, 11(1), 43-71.
Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. New York: Nichols.
Elbaz F. (1992). Hope, Attentiveness, and Caring for Difference: The Moral Voice in Teaching. Teaching and Teacher Education, 8(5/6), 421-432.
Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock, (Ed.), Handbook of research on teaching (3rd ed., pp. 119-161). New York: Macmillan.
Feagin, J., Orum, A., & Sjoberg, G. (Eds.). (1991). A case for case study. Chapel Hill, NC: University of North Carolina.
Feiman-Nemser, S., & Floden R. E. (1986). The culture of teaching. In M. C. Wittrock, (Ed.), Handbook of research on teaching (3rd ed., pp. 51-78). New York: Macmillan.
Fenstermacher, G. (1980). The nature of science and its uses for education: Remarks on the philosophical import of Schwab’s work. Curriculum Inquiry 10(2), 191-97.
Fenstermacher, G. (1986). Philosophy of research on teaching: Three aspects. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 37-49). New York: Macmillan
Fox, S. (1985). Dialogue: The vitality of theory in Schwab’s conception of the practical. Curriculum Inquiry, 15(1), 61-89.
Freire, P. (1972). Pedagogy of the oppressed.(M. B. Ramos Trans.). New York: Herder and Herder. (Original work published 1970).
Gauthier, D. P. (1963). Practical reasoning : The structure and foundations of prudential and moral arguments and their exemplification in discourse. Oxford: Clarendon.
Geertz, C. (1983) ''From the native's point of view”: On the nature of anthropological understanding. in local knowledge: Further essays in interpretive anthropology (pp. 55-70). New York: Basic Books.
Giroux, H. A. , Penna, A. N., & Pinar, W. F. (1981). Curriculum and instruction: Alternatives in education. Berkeley, CA: McCutchan.
Golinski, J. (1998). Making natural knowledge: Construction and the history of science. New York: Cambridge University.
Goodlad, J. I. (1979). Curriculum inquiry: The study of curriculum practice. New York: McGraw-Hill.
Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. In F. V. Gollasch (Ed.) (1982). Language and literacy: The selected writings of Kenneth S. Goodman (Vol. 1, pp. 33-43). Boston: Routledge & Kegan Paul.
Goodman, K. (1986). What‘s whole in whole language? Portsmouth, NH: Heinemann.
Goodman, K. S. (1989). Whole-language research: Foundations and development. The Elementary School Journal, 90(2), 207-221.
Goodman, K. S. (1992). I didn’t found whole language. The Reading Teacher, 46(3), 188-199.
Graham, R. J. (1992). Curre and reconceptualism: The progress of the pilgrimage 1975-1990. Journal of Curriculum Studies, 24(1), 27-42.
Graham, S., & Harris, K. (1994). The effects of whole language on children’s writing: A review of literature. Educational Psychologist, 29(4), 187-192.
Green, T. F. (1976). Teacher competence as practical rationality, Educational Theory, 26(3), 249-58.
Grisham, D. (1992). Teacher epistemology and practice: Enactments in the elementary language arts classroom. (ERIC Document Reproduction Service No. ED 355472 )
Grisham, D. (1993). The integrated language arts: Curriculum enactments in whole language and traditional fourth grade classrooms. (ERIC Document Reproduction Service No. ED 359495 )
Grundy, S. (1987). Curriculum: Product or praxis. Philadelphia, PA: Glamer.
Grundy, S. (1989). Beyond professionalism. In W. Carr (Ed.), Quality in teaching: Arguments for reflective profession (pp. 79-100). London: The Falmer press.
Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. London: Edward Arnold.
Hamilton, M. L. (1993). Think you can: The influence of culture on beliefs. In C. Day, J. Calderhead & P. Denicolo (Eds.), Research on teacher thinking: Understanding professional development (pp. 87-99). London: The Falmer press.
Harris, I. B. (1986). Communicating the character of ‘deliberation’. Journal of Curriculum Studies, 18(2), 115-132.
Harris, I. B. (1991). Deliberative inquiry: The arts of planning. In E. C. Short (Ed.), Forms of curriculum inquiry (pp. 285-308). Albany, NY: State University of New York.
Harste, J. C., Woodward, V. A., & Burke, C. L. (1984). Language stories & literacy lessons. Portsmouth, NH: Heinemann.
Heald-Taylor, G. (1989). The administrator’s guide to whole language. New York: Richard C. Owen.
Huberman, A. M., & Miles, M. B. (1994). Data management and analysis methods. In N. K. Dezin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 428-443). Thousand Oaks, CA: Sage.
Jackson, P. W. (1968). Life in classrooms. New York: Holt, Rinehart & Winston.
Jackson, P. W. (1981). Curriculum and its discontents. In H. A. Giroux, A. N. Penna & W. F. Pinar (Eds.), Curriculum and instruction: Alternatives in education (pp. 367-381). Berkeley, CA: McCutchan.
Jackson, P. W. (1986). The practice of teaching. New York: Teachers College, Columbia University.
Johnston, S. (1993). A case for the "Person" in curriculum deliberation. Teaching and Teacher Education, 9(5/6), 473-83.
Kauffman, G., & Short, K. G. (1990). Teachers and students as decision makers: Creating a classroom for authors. In H. Mills & J. A. Clyde (Eds.), Portraits of whole language classroom: Learning for all ages (pp. 107-132). Portsmouth, NH:Heinemann.
Kuhn, T. S. (1962/1970). The structure of scientific revolutions (2nd ed.). Chicago: University of Chicago.
Langer, J. A., & Allington, R. L. (1992). Curriculum research in wrirting and reading. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 687-725). New York: Macmillan.
Lortie, D. (1975). School teacher. Chicago: University of Chicago.
Manzo, A. V., & Manzo, U. C. (1995). Teaching children to be literate: A reflective approach. Orlando, FL: Harcourt Brace& Company.
Marsh, C., Day, C., Hannay, L., & McCutcheon,, G. (1990). Reconceptualizing school-based curriculum development. Hampshire: The Falmer press.
Martin-Kniep, Giselle O., & Uhrmacher, P. Bruce (1992). Teachers as curriculum developers. Journal of Curriculum Studies,24(3), 261-271.
McKeon, R. (1952). Philosophy and action. Ethics, 62(2), 79-100.
McCutcheon, G. (1981). On the interpretation of curriculum observations. Educational Researcher, 10(5), 5-10.
McCutcheon, G. (1982). How do elementary school teachers plan? The nature of planning and influences on it. In W. Doyle & T. L. Good, (Eds.), Focus on teaching : Readings from the Elementary School Journal (pp. 260-279). Chicago: University of Chicago.
McCutcheon, G. (1995). Developing the curriculum: Solo and group deliberation. New York: Longman.
McCutcheon, G. (1999). Deliberation to develop school curricula. In J. G. Henderson & K. R. Kesson (Eds.), Understanding democratic curriculum leadership (pp. 33-46). New York: Teachers College, Columbia University.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
Miller, W. L., & Crabtree, B. F. (1999). Depth interviewing. In B. F. Crabtree & W. L. Miller (Eds.), Doing qualitative research (pp. 89-107). Thousand Oaks, CA: Sage.
Mulder, M. (1994). Deliberation in curriculum conferences. In J. T. Dillon (Ed.), Deliberation in education and society (pp. 157-210). Norwood, NJ: Ablex.
Nisbet, R., & Wilson., T. (1977). Telling more than we can know: Verbal reports on mental processes. Psychological Review, 84, 231-259.
Oliva, P. F. (1997). Developing the curriculum (4th ed.). New York: Harper Collins.
Orpwood, G. W. F. (1985). The reflective deliberator: A case study of curriculum policymaking. Journal of Curriculum Studies, 17(3), 293-304.
Parker, W. C. (1997). The art of deliberation. Education Leadership, 54(5), 18-21.
Pereira, P. (1984). Deliberation and the arts of perception. Journal of Curriculum Studies, 16(4), 347-366.
Pereira, P., & Roby, T. (2000, April 23). Joseph Schwab as teacher. Paper presented at the annual meeting of the society for the study of curriculum history, New Orleans.
Pinar, W. F. (1978). The reconceptualization of curriculum studies. Journal of Curriculum Studies, 10(3), 205-214.
Pinar, W. F. (1999). Foreword. In J. G. Henderson & K. R. Kesson (Eds.), Understanding democratic curriculum leadership (pp. vii-xvi). New York: Teachers College, Columbia University.
Polanyi, M. (1962). Personal knowledge: Towards a post-critical philosophy. Chicago: University of Chicago.
Popkewitz, T. S. (1984). Paradigm and ideology in educational research. UK: The Falmer press.
Popper, K. R. (1972). Objective knowledge. London: Oxford University.
Raines, S. C. (Ed.). (1995). Whole language across the curriculum: Grades 1, 2, 3. New York: Teachers College.
Reid, W. A. (1978). Thinking about the curriculum: The nature and treatment of curriculum problems. Bonston: Routledge & Kegan Paul.
Reid, W. A. (1979). Practical reasoning and curriculum theory: In search of a new paradigm. Curriculum Inquiry, 9, 187-207.
Reid, W. (1986). Curriculum theory and curriculum change: What can we learn from history? Journal of Curriculum Studies, 18(2), 159-166
Reid, W. A. (1992a). The pursuit of curriculum: Schooling and the public interest. New Jersey: Ablex.
Reid, W. A. (1992b). The state of curriculum inquiry. Journal of Curriculum Studies, 24(2), 165-177.
Reid, W. A. (1999a). Curriculum as institution and practice: Essays in the deliberative tradition. Mahwah, NJ: Lawrence Erlbaum.
Reid, W. A. (1999b). The voice of ‘the Practical’: Schwab as correspondent. Journal of Curriculum Studies, 31(4), 385-397.
Reid, W. A., & Walker, D. F. (Eds.). (1975). Case studies in curriculum change: Great Britain and the United States. Bonston: Routledge & Kegan Paul.
Reutzel, D. R., & Sabey, B. (1996). Teacher beliefs and children's concepts about reading: Are they related? Reading Research and Instruction,35(4), 323-342.
Roby, T. W. (1973). A use of literary materials toward character change. Unpublished Ph.D dissertation. University of Chicago.
Roby, T. W. (1985). Habits impeding deliberation. Journal of Curriculum Studies,17(1), 17-35.
Roby, T. W., & Schwab, J. J. (n. d.). The practical 6: Discovery of subject matter commonplaces; something for educational researchers to do. Unpublished manuscripts.
Saunders, W., & Goldenberg, C. (1996). Four primary teachers work to define constructivism and teacher-directed learning: Implications for teacher assessment. The Elementary School Journal, 97(2), 139-161.
Scheffler, I. (1970). Justifying curriculum decisions. In J. R. Martin (Ed.), Readings in philosophy of education: A study of curriculum (pp. 23-31). Boston: Allyn & Bacon.
Schön, D. A. (1983). The Reflective practitioner : How professionals think in action. New York : Basic books.
Schubert, W. H. (1986). Curriculum: Perspective, paradigm, and possibility. New York: Macmillan.
Schwab, J. J. (1954). Eros and education. In I. Westbury & N. J. Wilkof. (Ed.). (1978). Science, curriculum, and liberal education: Selected essays (pp. 105-132). Chicago: University of Chicago.
Schwab, J. J. (1959). The “impossible“ role of the teacher in progressive education? In I. Westbury & N. J. Wilkof. (Ed.). (1978). Science, curriculum, and liberal education: Selected essay (pp. 167-183). Chicago: University of Chicago.
Schwab, J. J. (1960). What do scientists do? In I. Westbury & N. J. Wilkof. (Ed.). (1978). Science, curriculum, and liberal education: Selected essays (pp. 184-228). Chicago: University of Chicago.
Schwab, J. J. (1969). College curriculum and student protest. Chicago: University of Chicago.
Schwab, J. J. (1970). The practical: A language for curriculum. In I. Westbury & N. J. Wilkof. (Ed.). (1978). Science, curriculum, and liberal education: Selected essays (pp. 287-321). Chicago: University of Chicago. The paper was first published in 1969.
Schwab, J. J. (1971). The practical 2: Arts of eclectic. In I. Westbury & N. J. Wilkof. (Ed.). (1978). Science, curriculum, and liberal education: Selected essays (pp. 322-364). Chicago: University of Chicago.
Schwab, J. J. (1973). The practical 3: Translation into curriculum. In I. Westbury & N. J. Wilkof. (Ed.). (1978). Science, curriculum, and liberal education: Selected essays (pp. 365-383). Chicago: University of Chicago.
Schwab, J. J. (1983). The practical 4: Something for curriculum professors to do. Curriculum Inquiry 13(3), 239-265.
Schwab, J. J. (1987). Dialogue: A reply to Charles Wegner. Curriculum Inquiry 17(2), 229-233.
Schwab, J. J., & Roby, T. W. (1986, April). The practical 5: Theoretical concerns of the practical; Literary commonplaces in practical curricula. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.
Short, E. C. (1991). Forms of curriculum inquiry. Albany, N.Y.: State University of New York.
Shulman, L. S. (1984). The practical and the eclectic: A deliberation on teaching and educational research. Curriculum Inquiry, 14(2), 183-200.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Shulman, L. S. (1991). Joseph Jackson Schwab: 1909-1988. In E. Shils, (Ed.), Remembering the university of Chicago: Teachers, scientists, and scholars (pp. 452-468). Chicago: University of Chicago.
Siegel, H. (1978). Kuhn and Schwab on science texts and the goals of science education. Educational Theory, 28(4), 302-309.
Smith, F. (1982). Understanding reading : A psycholinguistic analysis of reading and learning to read. (3rd ed.). New York : Holt, Rinehart, & Winston.
Smith, F. (1983). Essays into literacy: Selected papers and some afterthoughts. Portsmouth, NH: Heinemann.
Smith, F. (1992). Learning to read: The never-ending debate. Phi Delta Kappan, 73(6), 432-441.
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
Stake, R. E. (1998). Case studies. In N. K. Denzin & Y. S. Lincoln. (Eds.), Strategies of qualitative inquiry (pp. 86-109). Thousand Oaks, CA: Sage.
Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann.
Strauss, A., & Corbin, J. (1990) Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park. CA: Sage.
Strickland, K. (1995). Literacy, not labels: Celebrating student’s strengths through whole language. Portsmouth, NH: Boynton/Cook.
Strickland, D. S., Bodino, A., Buchan, K., Jones, K. M., Nelson, A., & Rosen, M. (2001). Teaching writing in a time of reform. The Elementary School Journal, 101(4), 385-397.
Taylor, P. H. (Ed.). (1979). New directions in curriculum studies. England: The Falmer press.
Taylor, S. J., & Bogdan, R. (1998). Introduction to qualitative research methods: A guidebook and resource (3rd ed.). New York: John Wiley & Sons.
Tyack, D., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, MA: Harvard University.
Tyler, R. W. (1984). Dialogue II. Personal reflections on the practical 4. Curriculum Inquiry, 14(1), 97-102.
Undergraduate Teaching Awards. (2002). Retrieved July 19, 2003, from University of Chicago, College Programming Office Web site: http:// http://classof2006.uchicago.edu/awards.cfm
Walker, D. (1971). A naturalistic model for curriculum development. School Review, 80, 51-65.
Walker, D. (1990). Fundamentals of curriculum. Orlando, FL: Harcourt Brace Jovanovich.
Walker, J. C., & Evers, C. W. (1999). Research in education: Epistemological issues. In J. P. Keeves & G. C. Lolcomski, (Eds.), Issues in educational research. Amsterdam: Pergamon.
Weaver, C. (1988). Reading process and practice: From socio-psycholinguistics to whole language. Portsmouth, NH: Heinemann.
Weaver, C. (1990). Understanding whole language : From principles to practice. Portsmouth, NH: Heinemann.
Weaver, C., & Stephens, D. (1990). What does the research say? Research in support of whole-to-part. In C. Weaver (Ed.), Understanding whole language: From principles to practice (pp. 125-141). Portsmouth, NH: Heinemann.
Wegener, C. (1986). Dialogue: Being practical with Schwab. Curriculum Inquiry, 16(2), 215-232.
Werner, O., & Schoepfle, G. M. (1987). Systematic fieldwork. Foundations of ethnography and interviewing. Thousand Oaks, CA: Sage.
Westbury, I., & Wilkof, N. J. (Eds.). (1978). Introduction. In Science, curriculum, and liberal education: Selected essays (pp. 1-40). Chicago: University of Chicago.
Westbury, I. (1994). Deliberation and the improvement of schooling. In J. T. Dillon (ed.) Deliberation and education (pp. 37-65). New Jersey: Ablex.
Whitty, G, Power, S., & Halpin, D. (1998). Devolution and choice in education : The school, the state, and the market. Bristol, PA: Open University.
Williams, J. P. (1994). Twenty years of research on reading: Answers. In F. Lehr & J. Osborn (Eds.), Reading, language, and literacy: Instruction for the twenty-first century (pp. 59-73). New Jersey: Lawrence Eblbaum.
Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). '150 different ways' of knowing: Representation of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers' thinking (pp. 104-124). London: Cassell.
Wood, M. (1994). Essentials of classroom teaching: Elementary language arts. MA: Allyn & Bacon.
Yin, R. K. (1988). Case study research : Design and methods. Newbury Park, CA: Sage.
Yin, R. K. (1993). Applications of case study research. Newbury Park, CA.: Sage.
Yinger, R., & Henricks-Lee, M. (1993). Working knowledge in teaching. In C. Day, J. Calderhead & P. Denicolo. (Eds.), Research on teacher thinking: Understanding professional development (pp. 100-123). London: The Falmer press.