Curriculum : foundations, principles, and issues
著者
書誌事項
Curriculum : foundations, principles, and issues
Allyn and Bacon, c1998
3rd ed
大学図書館所蔵 全11件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and indexes
内容説明・目次
内容説明
The third edition of Curriculum: Foundations, Principles, and Issues provides both the student and the professor of curriculum with a comprehensive treatment of the field: curriculum foundations as well as the principles and procedures for conceptualizing, developing, implementing, and evaluating curriculum. As in previous editions, it provides solid coverage of the philosophical, historical, psychological, and social foundations of curriculum. Recent research and thinking in these areas is included, providing new information on, for example: thereconceptualists, learning styles and developmental psychology, American modal personality, charter schools and privitizations, and Goals 2000. It places curriculum within the dynamic social context, both present and emerging, and presents a balanced treatment of the various issues confronting the field.
Throughout the text, the reader is engaged in considering the tension between postmodern thinking and modern thinking and how they are impacting curriculum deliberation, development, and implementation. Coverage of the social foundations of curriculum develops the idea that curriculum cannot be divorced from its social context. Thediversity of the American society and what it means for school curricula is included in this discussion.
Updated to include the most current thinking in curriculum, the text engages the reader in its discussion of both technical and nontechnical models of curriculum development. Ornstein and Hunkins discuss these models, not to urge acceptance of a narrow view of curriculum thinking, but to allow students to comprehend the assumptions behind these models and to learn how they might utilize these models in a changing and emerging curriculum environment.
目次
All chapters close with "Conclusion."
1.The Field of Curriculum.
Curriculum Approaches.
Definition of Curriculum.
Foundations of Curriculum.
Domains of Curriculum.
Theory and Practice.
The Roles of the Curriculum Worker.
I.FOUNDATIONS OF CURRICULUM.
2.Philosophical Foundations of Curriculum.
Philosophy and Curriculum.
Major Philosophies.
Educational Philosophies.
3.Historical Foundations of Curriculum.
The Colonial Period: 1642-1776.
The National Period: 1776-1850.
Nineteenth-Century European Educators.
The Rise of Universal Education: 1820-1920.
The Transitional Period: 1893-1918.
Curriculum as a Field Is Born: 1918-1949.
Current Focus.
4.Psychological Foundations of Curriculum.
Behaviorism.
Developmental Psychology.
Phenomenology and Humanistic Psychology.
5.Social Foundations of Curriculum.
Sociology, Education, and Schooling.
A Dynamic Changing Society.
Processing Social-Education Priorities.
National Task Force Reports on Education.
Planning for Educational Change.
6.Theoretical Ways of Thinking about Curriculum.
Theoretical Perspectives.
The Classic Bases of Curriculum Theorizing.
The Functions of Theory.
Theory Building.
Curriculum Theory.
Metaphors and Theoretical Camps.
Directions for the Future.
II. PRINCIPLES OF CURRICULUM.
7.Curriculum Development.
Technical-Scientific Approach.
Nontechnical-Nonscientific Approach.
Components to Consider in Developing a Curriculum.
Participants in Developing the Curriculum.
8.Curriculum Design.
Components of Design.
Design Dimension Considerations.
Representative Curriculum Designs.
9.Aims, Goals, and Objectives.
Aims of Education.
Goals of Education.
Objectives of Education.
Taxonomic Levels.
Approaches to Educational Objectives.
Challenges.
10.Curriculum Implementation.
The Nature of Implementation.
Implementation as a Change Process.
Curriculum Implementation Models.
Roles of the Key Players.
11.Curriculum Evaluation.
The Nature and Purpose of Evaluation.
Approaches to Evaluation.
Scientific-Positivistic Evaluation Models.
Humanistic and Naturalistic Evaluation Models.
Practices and Issues of Evaluation.
Roles Played in Evaluation.
III.ISSUES OF CURRICULUM.
12.Curriculum Issues and Trends.
National Curriculum.
Censored Curriculum.
Textbook Curriculum.
Compensatory Curriculum.
Multicultural Education.
School Reform.
Moral Education.
Technology and Curriculum.
Increasing Politicalization of the Curriculum.
13.Future Directions for Curriculum.
Future and Futurism.
Future Directions.
Future Intelligence.
Future Curricula.
Curriculum Considerations and Choice.
The Challenge of Dealing with the Future.
Name Index.
Subject Index.
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