eld of curriculum studies. In addition to providing definitions and delineations of the basic or foundational aspects and components of curriculum studies, the chapter even includes a brief (1 and 1/2 pages) review of the history of the field mentioning a few of the educators who have contributed to the field in a major way.
The primary implication which I have derived from the chapter as applicable to elementary school practice in general and for my own professional practice in particular, concerns the need for on-going research into curriculum. The chapter clearly demonstrates not only the importance of curriculum to sound education but also the importance of conducting good controlled research in developing, designing, implementing and evaluating curriculum.
With respect to the foregoing, the points made by Taylor and Richards have led to my having a greater respect for (not to mention and interest in) the formal study of curriculum. I think that this heightened understanding of the different theoretical approaches to curriculum and the need for sound research regarding these differing views has placed me a position to better evaluate text and text-related materials for classroom use. Because of what I have read, the next time I am in a position where I am evaluating a text, I shall ask myself questions such as, "What is the general framework or paradigm that the authors of these texts are using?" and "What is the nature of the research that has been conducted to examine the validity of these framework; is it supportive or non-supportive?"
As for questions raised by the chapter which I feel need further analysis, I would like to see more of a discussion of the differing theories and views of education. While some examples were provided, these were at best quite sketchy. If the examples had been fleshed out and if supporting research had been cited which shows the impact of social and economic change on education, I f...