Contemporary curriculum in thought and action
著者
書誌事項
Contemporary curriculum in thought and action
J. Wiley & Sons, c2009
7th ed
- : pbk.
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注記
Includes bibliographical references and indexes
内容説明・目次
内容説明
Practical tools for joining curriculum conversation Curriculum is a field in continual flux, the result of an ongoing discussion among teachers approaching from a multitude of perspectives. Contemporary Curriculum: In Thought and Action, Seventh Edition offers the tools to participate in curriculum discussion and to construct and implement curriculum in the classroom. The Seventh Edition provides you with practical tools for executing curriculum at all levels: policy, institutional, and classroom. You'll develop multiple strategies for dealing with curriculum problems, and build your skills in such areas as determining goals and purposes, providing optimum learning opportunities, and organizing for effective and continuous learning. This text encourages online curriculum conversation among users and two-way communication between the author and readers.
With an array of thoughtful new features and content, the Seventh Edition now: * Profiles thinkers and resources who are energizing the field with "new departures" that deviate from the established views or prevailing thought discussed in each chapter * Covers political ideologies, the conflicts over school subject matter, and data-driven decision making at state, district, school and classroom levels * Examines the functioning of schools and media as democratic institutions and the relationship of citizens and the political system * Discusses the impact of the privatization of schooling and the world-wide growth of the "Silent Curriculum" With a balanced presentation of humanistic, social reconstructionist, systemic, and academic perspectives and fresh insights into key curriculum questions, Contemporary Curriculum: In Thought and Action, Seventh Edition comprises an excellent foundation for every educator from master's to doctoral level.
目次
Chapter 1 Humanistic Curriculum Characteristics of the Humanistic Curriculum Forms of Humanistic Curriculum Psychological Foundations of the Humanistic Curriculum Historical Antecedents to the Humanistic Curriculum Criticisms of the Humanistic Curriculum Concluding Comments Questions Suggested Strategic Research New Directions in the Humanistic Curriculum Chapter 2 The Social Reconstruction Curriculum Characteristics of the Social Reconstructionist Social Reconstruction in Practice Critical Pedagogy Psychological Foundations of Social Reconstruction Psychoanalytical Psychology and Social Reconstruction Historical Antecedents to Social Reconstruction Criticisms of Social Recontrustionism Concluding Comments Questions Suggested Strategic Research New Directions in Social Reconstruction Curriculum Chapter 3 The Systemic Curriculum Alignment Accountability Standards-Based Curriculum Psychological Foundations of the Systemic Curriculum Historical Antecedents to the Systemic Curriculum Consequences of Systemic Curriculum Concluding Comments Questions Suggested Strategic Research New Directions in the Systemic Curriculum Chapter 4 The Academic Curriculum Approaches to the Academic Curriculum Psychological Foundations of the Academic Curriculum Historical Antecedents of the Academic Curriculum Concluding Comments Questions Suggested Strategic Research New Directions in the Academic Curriculum Chapter 5 Deciding What Should Be Taught Arenas for Deciding What to Teach Contexts for Development of Curriculum Determining What to Teach Rational and Technical Models in Curriculum Decision Making Alternative Approaches to Determining Curriculum A Comment on Models and Approaches for Curriculum Building Concluding Comments Questions Suggested Strategic Research New Directions in Deciding What is to be Taught Chapter 6 Developing and Selecting Learning Opportunities Standards for Teaching Impact Classroom Curriculum Development Principles for Developing Learning Opportunities Learning Opportunities for Higher Order Thinking Procedures for Developing Learning Activities Criteria for Selecting Learning Activities Criticisms of Textbook and Learning Opportunities Criticisms of Criteria for Selecting Learning Opportunities Concluding Comments Questions Suggested Strategic Research Chapter 7 Organizing Learning Opportunities Key Concepts in Curriculum Organization Principles for Sequencing Centers and Activities Organizing Structures Empirical Studies of the Effects of Patterns Issues in Curriculum Organization Concluding Comments Questions Suggested Strategic Research New Directions in Organizing Learning Opportunities Chapter 8 Managing Curriculum Schools and the Institutionalized Curriculum Roles in Restructuring Curriculum Administrative Arrangements Trends in Reforming School Organization Options in the Schools Administration for Instructional Effectiveness Concluding Comments Questions Suggested Strategic Research New Directions in Schools as Institutions Chapter 9 Evaluating The Curriculum Models for Evaluation Controversial Technical Issues in Curriculum Evaluation Techniques for Collecting Data Concluding Comments Questions Suggested Strategic Research New Directions in Curriculum Evaluation Chapter 10 The Politics of Curriculum Making Curriculum Policy Concepts for Interpreting the Process of Political Decision Making Participants in Determining Curriculum Conflicts in Curriculum Control Concluding Comments Questions Suggested Strategic Research New Direction in the Politics of Curriculum Making Chapter 11 Current Issues Demanding Responses Curriculum for Thinking Curriculum Competition: An International Comparison Vocational Education Contrasting Purposes for Vocational Education Moral Education Character Education School Safety Concluding Comments Questions Suggested Strategic Research New Directions in Curriculum Issues Chapter 12 Trends In The Subject Fields Mathematics Science Physical and Health Education English Reading History and Social Studies Foreign Language The Arts Concluding Comments Questions Suggested Strategic Research New Directions in the Subject Matters Chapter 13 A Historical Perspective of Curriculum Making Curriculum Historians Founders of the Field of Curriculum Herbartism and the McMurrys Dewey's Opposition to Herbartism Scientific Curriculum Making: Franklin Bobbitt and Werrett W. Charters Improvement of Instruction Rational Curriculum Making Feminine Enactment of Curriculum Concluding Comments Questions Suggested Strategic Research New Directions in Historical Curriculum Studies Chapter 14 The Promise of Theory and Inquiry in Curriculum State of the Field Trends in Curriculum Inquiry Inquiry in the School and Classroom Concluding Comments Questions Suggested Strategic Research New Directions in Curriculum Inquiry Index
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