Teaching, Curriculum, and Community Involvement

By:
Diana Hiatt-Michael, Pepperdine University

Published 2008

This publication features Hiatt-Michael’s research and practice during thirty-four years as Professor of Education at the Graduate School of Education and Psychology, Pepperdine University. The chapters represent a range of her major thoughts on teaching, curriculum and family-community involvement by the author. Her work has broadened the scope and understanding of the commonalities of teaching and curriculum across disciplines and professional work. In addition, she has expanded the concept of the site-based school to include and engage the families and community as well as the students and professional staff. Lastly, she connects research and practice of schooling across continents, noting stages of development in educational practices.

The forward presents personal insights to the author's professional growth. A chronological reading of the chapters will reveal the development of a faculty member from early researcher to award-winning author of theory-to-practice material in a given field of study.

CONTENTS
Foreword: Personal Reflections. 1 Teaching: Where Is the Satisfaction? 2 Time Allocation in the Classroom: Is Instruction Being Shortchanged? 3 Early Childhood Education: Present Status and Future Directions. 4 Teaching from Alternative Frames of Reference. 5 Cognition of Space Depicted in Graphic Representation. 6 Curricular Decision-Making. 7 Post-Sputnik Educational Reform Era: To Dream the Impossible Dream. 8 No Limit to the Possibilities: An Interview with Ralph Tyler. 9 Schools as Learning Communities: A Vision for Organic School Reform. 10 Families, Their Children's Education, and the Public School: An Historical Review. 11 Reflections and Directions on Research Related to Family–Community Involvement in Schooling. 12 Global Issues in Family–School–Community Engagement.