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In education, a curriculum is broadly defined as the totality of student experiences that occur in the educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals. A curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. Curricula are split into several categories: the explicit, the implicit, the excluded, and the extracurricular.
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Community archaeology is archaeology by the people for the people. The field is also known as public archaeology. There is debate about whether the terms are interchangeable; some believe that community archaeology is but one form of public archaeology, which can include many other modes of practice, in addition to what is described here. The design, goals, involved communities, and methods in community archaeology projects vary greatly, but there are two general aspects found in all community archaeology projects. First, community archaeology involves communities "in the planning and carrying out of research projects that are of direct interest to them". Second, community archaeologists generally believe they are making an altruistic difference. Many scholars on the subject have argued that community collaboration does not have a pre-set method to follow. Although not found in every project, there are a number of recurring purposes and goals in community archaeology. Similarities are also found in different countries and regions—due to commonalities in archaeological communities, laws, institutions, and types of communities. It has also been suggested that public archaeology can be defined in a broad sense as the production and consumption of archaeological "commodities".
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The theory of divergent modes of religiosity (DMR) is intended to explain how religions are created, transmitted, and changed. DMR theory was first developed by anthropologist Harvey Whitehouse following his ethnographic fieldwork in Papua New Guinea. The theory proposes that religions tend to coalesce around two divergent modes, termed imagistic and doctrinal, which are distinguished primarily by their ritual practices. The imagistic mode is characterized by infrequently performed, high arousal rituals (e.g. initiation rites) and is associated with small scale, exclusive religious groups. In contrast the doctrinal mode is characterized by frequently performed, low arousal rituals (e.g. daily recitations of sacred texts) and is associated with larger inclusive communities, as found in the major world religions.
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Lynn Diane Dierking is a Sea Grant Professor in Free-Choice Learning, Science & Mathematics Education in the College of Science at Oregon State University. She is also the Associate Dean for Research in the College of Education at Oregon State.
Digital Technologies and the Museum Experience (2008), edited by Loïc Tallon and Kevin Walker, is a book about the use of digital technology by museums.
Jewish Responses to Persecution is a book series that reprints and analyzes primary source texts by Jews to understand the Jewish response to persecution by Nazi Germany between 1933 and 1946. It was sponsored by the United States Holocaust Memorial Museum.
The Museum Experience is a non-fiction book written by John H. Falk and Lynn D. Dierking. It is considered by many in the museum profession to be amongst the most important books on museum learning.
David Lancy is an American anthropologist and professor emeritus at Utah State University. He has made contributions to childhood development and the concept of "chore curriculum." He has been called "perhaps the world’s leading expert on child-parent relationships throughout the world." In 2001, he was awarded the Carnegie Foundation's Professor of the Year.
References
- ↑ "About Us". The Institute for Learning Innovation. Retrieved 2020-12-26.
- ↑ "John Falk | Time Team America | PBS". John Falk | Time Team America | PBS. Retrieved 2017-01-29.
- ↑ "John Falk". College of Education. Archived from the original on May 3, 2017. Retrieved 2017-01-29.
- ↑ Webster, Bayard (1983-04-12). "MAN AND THE LAWN - A LONG LOVE STORY". The New York Times. ISSN 0362-4331 . Retrieved 2017-01-29.
- ↑ Semmel, Marsha; Falk, John H.; Dierking, Lynn D. (2013). The Museum Experience Revisited. Walnut Creek, CA: Left Coast Press. doi:10.1080/10645578.2015.1016375. ISBN 978-1-61132-044-2. S2CID 145732202.
- ↑ "Dr. John H. Falk Awarded High Honor by NARST". The Institute for Learning Innovation. Retrieved 2017-01-29.
- ↑ "Award Recipients | Outreach and Engagement". outreach.oregonstate.edu. Retrieved 2017-01-29.
- ↑ "» Awards". sciencepresidents.org. Archived from the original on 2017-12-15. Retrieved 2017-01-29.
- ↑ oregonask (2016-04-15). "Local & National STEM Experts". OregonASK. Retrieved 2017-01-29.
- ↑ "John Cotton Dana Award for Leadership Past Recipients". aam-us.org. Retrieved 2017-01-29.
