Annotated Bibliography Outline
Introduction
Funding for resources that support curriculum development is influenced politically and socially. Those in power can control the amount of funding given to schools and districts, which directly impacts the curriculum within the district.
Political influence on school funding, social factors affecting curriculum, economic implications of funding decisions, and equity and social justice aspects in curriculum development are all part of the spectrum of this issue. The literature on this topic is quite expansive in exposing each of these parts of the spectrum to some light, starting with Freire (1996) and Tyack and Cuban (1997) on up to Reardon et al. (2019) and Sahlberg (2021). Each theme is explored through different works from seminal studies to contemporary studies, with different researchers focusing on race, others on finance reform, others on social justice, and others on curriculum. All together they can be combined to give a deeper understanding of how these different forces shape educational content and priorities.
Political influence on school funding, for example, is a major factor that dictates how resources are distributed, which in turn affects the nature of curriculum development. Authors like Apple (2012) and institutions such as the ETS Research Report Series put light on the ideological elements and policy decisions that contribute to the decisions made at higher levels of government about how schools are funded. These works reveal the link between political agendas and educational equity, which in turn shows how political decisions reflect the power structures that prop up the system.
Social factors play an equally important part when it comes to the shaping of curriculum. The works of Banks (2015) and Freire (1996) are very important in showing how cultural diversity, social systems, accepted norms, and social movements contribute to an unthinking kind of educational content. There is too little critiquing of the systems that perpetuate the norms; critical examination is key to Freires (1996) argument, and overall these perspectives are important to consider because they show the need for leaders to challenge these systems so as to obtain not just inclusive and relevant curricula that reflect the demographics and values of society but that overturn the system itself. Thus, the examination of historical and contemporary social influences as seen in these works helps to reveal the historical relationship between society and education.
The economic implications of funding decisions are another part in understanding the wide impact of educational policies as they relate to funding and curriculum development. Research by Jackson et al. (2015), as well as Lafortune et al. (2018), gives empirical evidence that shows the link between school funding and educational outcomes and economic mobility. These studies show how financial disparities affect student achievement and long-term economic opportunities, and why it is necessary to have equitable funding in promoting educational success.
Lastly, equity and social justice are central to the discourse on curriculum development. Scholars like Darling-Hammond (2013) and Sahlberg (2021) do well to show the need for policies that promote equitable access to resources and support for teacher development. Their work advocates for curriculum reforms that address disparities and foster inclusive educational environments. In focusing on strategies to achieve equity, these studies are helpful in that they contribute to the ongoing efforts to establishing a movement towards a more just and effective educational system.
This annotated bibliography provides an overview of the different factors influencing curriculum development. It highlights the interconnectedness of political, social, economic, and equity considerations, offering valuable insights for educators, policymakers, and researchers. The selected works help to elucidate some of the challenges and opportunities in curriculum development. They can also be used to propose solutions for creating more equitable...
…of educational policy and practice. This annotated bibliography underscores the critical role of political influence in shaping school funding and, consequently, curriculum priorities. Apples exploration of social structures and ideological frameworks, along with the ETS Research Report Series on school funding and achievement gaps, illustrates how political decisions reflect broader societal values and impact educational equity.Social factors and oppressive classes also have their part to play in all this, as argued by Banks (2015) and Freire (1996), who show the need for challenging the status quo system and of incorporating cultural diversity and addressing social inequalities in curriculum development. These works help to show the transformative potential of curricula that are responsive to societal changes and inclusive of diverse perspectives. But it is necessary to understand the historical and cntemporary social influences on education, because that is where policymakers and educators can begin to see why schools have failed in the past and they can then try to develop curricula that are relevant and equitable for today.
Economic considerations, explored through the research of Jackson, Rothstein, et al., provide empirical evidence of the significant impact of school funding on educational and economic outcomes. These studies highlight the need for equitable funding mechanisms to ensure that all students have access to quality education and the opportunity to achieve their full potential. The economic ramifications of funding disparities underscore the importance of financial equity in promoting long-term educational success and social mobility.
Equity and social justice are fundamental to the development of effective and inclusive curricula. The works of Darling-Hammond, Sahlberg, and others call for policies that support equitable access to resources and professional development for teachers. These studies emphasize the importance of addressing funding disparities and promoting social justice through curriculum reforms. Funding is needed, but practical approaches to equity and inclusivity can be…
bibliography gives a strong overview of the factors influencing curriculum development and reveals the importance of political, social, economic, and equity considerations in shaping educational policies and practices. The selected works offer valuable insights and recommendations for creating more equitable and effective educational systems. Through addressing these factors, policymakers and educators can develop curricula that promote educational equity, social justice, and long-term success for students.
ReferencesAdamson, F., & Darling-Hammond, L. (2012). Funding disparities and the inequitabledistribution of teachers: Evaluating sources and solutions. Education policy analysis archives, 20(37), n37.
Apple, M. W. (2012). Social structure, ideology and curriculum. In Rethinking curriculumstudies (pp. 131-159). Routledge.
Baker, B. D., Farrie, D., & Sciarra, D. G. (2016). Mind the gap: 20 years of progress andretrenchment in school funding and achievement gaps. ETS Research Report Series, 2016(1), 1-37.
Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching.
Routledge.
Darling-Hammond, L. (2013). Inequality and school resources. Closing the opportunity gap:What America must do to give every child an even chance, 77.
Freire, P. (1996). Pedagogy of the oppressed (revised). New York: Continuum, 356, 357-358.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in everyschool. Teachers College Press.
Jackson, C. K., Johnson, R. C., & Persico, C. (2015). The effects of school spending oneducational and economic outcomes: Evidence from school finance reforms (No. w20847). National Bureau of Economic Research.
Jennings, J. L., & Bearak, J. M. (2014). “Teaching to the test” in the NCLB era: How testpredictability affects our understanding of student performance. Educational Researcher, 43(8), 381-389.
Lafortune, J., Rothstein, J., & Schanzenbach, D. W. (2018). School finance reform and thedistribution of student achievement. American Economic Journal: Applied Economics, 10(2), 1-26.
Levin, B. (2008). How to change 5000 schools: A practical and positive approach for leadingchange at every level. Harvard Education Press.
Reardon, S. F., Kalogrides, D., & Shores, K. (2019). The geography of racial/ethnic test scoregaps. American Journal of Sociology, 124(4), 1164-1221.
Sahlberg, P. (2021). Finnish lessons 3.0: What can the world learn from educational change inFinland?. Teachers College Press.
Tyack, D. B., & Cuban, L. (1997). Tinkering toward utopia: A century of public school reform.
Harvard University Press.
Urban, W. J., & Wagoner, J. L. (2004). American Education: A History. Routledge.
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