Curriculum : foundations, principles, and issues
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書誌事項
Curriculum : foundations, principles, and issues
（Pearson international edition）
Pearson, 2009
5th ed
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注記
Includes bibliographical references and indexes
内容説明・目次
内容説明
A thorough exploration of the historical, philosophical, psychological, and social context for the field of curriculum, Curriculum: Foundations, Principles, and Issues addresses the curriculum process and issues that influence it and encourages readers to consider how new thinking impacts curriculum deliberation, development, and implementation. A more concise Fifth Edition 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 including recent research and thinking in these areas.
目次
Curriculum Tips
Preface
1. The Field of Curriculum
Curriculum Approaches
- Behavioral Approach
- Managerial Approach
- The Systems Approach
- Academic Approach
- Humanistic Approach
- Reconceptualists
Definition of Curriculum
- The Challenges of Definition
- Background Issues for Defining the Field
- Fundamental Questions
Foundations of Curriculum
- Major Foundations: Philosophy, History, Psychology, and Sociology
Domains of Curriculum
- Curriculum Development
- Curriculum Design
- Other Domains of Curriculum
- The Planned and Unplanned Curriculum
Theory and Practice
- From Theory to Practice
- Curriculum Certification
The Roles of the Curriculum Worker
- Responsibilities of the Curriculum Worker
- The Role of the Student
- The Teacher and the Curriculum
- The Principal and the Curriculum
Conclusion
I. FOUNDATIONS OF CURRICULUM
2. Philosophical Foundations of Curriculum
Philosophy and Curriculum
- Philosophy and the Curriculum Worker
- Philosophy as a Curriculum Source
Major Philosophies
- Idealism
- Realism
- Pragmatism
- Existentialism
Educational Philosophies
- Perennialism
- Essentialism
- Progressivism
- Reconstructionism
Conclusion
3. Historical Foundations of Curriculum
The Colonial Period: 1642-1776
- Three Colonial Regions
- Colonial Schools
- Old Textbooks, Old Readers
The National Period: 1776-1850
- Rush: Science, Progress, and Free Education
- Jefferson: Education for Citizenship
- Webster: Schoolmaster and Cultural Nationalism
- McGuffey: The Readers and American Virtues
Nineteenth-Century European Educators
- Pestalozzi: General and Special Methods
- Froebel: The Kindergarten Movement
- Herbart: Moral and Intellectual Development
- Spencer: Utilitarian and Scientific Education
The Rise of Universal Education: 1820-1920
- Monitorial Schools
- Common Schools
- Secondary Schools
- The Academy
- The High School
The Transitional Period: 1893-1918
- Reaffirming the Traditional Curriculum
- Three Committees
- Marris and Eliot: Two Conservative Reformers
Curriculum as a Field Is Born: 1918-1949
- Bobbitt and Charters: Behaviorism and Scientific Principles
- Kilpatrick: The Progressive Influence
- The Twenty-Sixth Yearbook
- Rugg and Caswell: The Development Period
- Tyler: Basic Principles
- Goodlad: School Reform
- Current Focus
Conclusion
4. Psychological Foundations of Curriculum
Behaviorism
- Connectionism
- Thornedike's Influence: Tyler, Taba, and Bruner
- Classical Conditioning
- Operant Conditioning
- Acquiring New Operants
Cognitive Psychology
- Cognitive Perspective
- The Montessouri Method
- The Theories of Jean Piaget
- Piaget's Influence: Tyler, Taba, Bruner, and Kohlberg
- The Theories of Lev Vygotsky
- Focus on Thinking and Learning
Emotional Intelligence
- Constructivism
- Brain Research and Learning
- Problem Solving and Creative Learning
- Cognition and Curriculum
Phenomenology and Humanistic Psychology
- Gestalt Theory
- Maslow: Self-Actualizing Persons
- Rogers: Nondirective and Therapeutic Learning
- Phenomenology and Curriculum
Conclusion
5. Social Foundations of Curriculum
Society, Education, and Schooling
- Society and American Modal Personality
- Social and Developmental Theories
Post Modern Family
- New Family Types
- New Mores, New Customs
Sex Roles and Sex Differences
- The Feminization of Schools
- From Dick and Jane to Harry Potter
Moral Education
- Moral Conduct and Controversy
- Moral Knowledge
- Moral Character
Do Schools Make a Difference?
- The Coleman Report
- The Jencks Study
- Unaccounted Factors: Luck
- International Educational Achievement (IEA) Studies
Learning and earning: 1980s and 1990s
- Attitude, Achievement, and Family Capital
- NAEP/State Standards
- Another Option
Conclusion
II. PRINCIPLES OF CURRICULUM
6. Curriculum Design
Connecting Conceptions
Components of Design
- Sources of Curriculum Design
- Conceptual Framework: Horizontal and Vertical organization
Design Dimension Considerations
- Scope
- Sequence
- Continuity
Integration
- Articulation
- Balance
Representative Curriculum Deigns
- Subject-Centered Designs
- Learner-Centered Designs
- Problem-Centered Designs
Conclusion
7. Curriculum Development
Technical-Scientific Approach
- History of Technical-Scientific Approach
Nontechnical-Nonscientific Approach
- The Deliberation Model
Enacting Curriculum Development
- Establishing Curriculum Teams
- Enacting the Process
-- Generating Aims
-- Creating Goals
-- Creating Objectives
-- Means of Generating Aims, Goals, and Objectives
-- Guidelines for Formulating Educatinal Objectives
Taxonomic Levels
- A Totalizing Taxonomy
- Selecting Curriculum Content
- Selecting Curriculum Experiences
- Selecting Educational Environments
- The Final Synthesis
Participants in Developing Curriculum
- Political Arena Participants
- School Arena Participants
- Participants Outside the School District
- Other Participants
Conclusion
8. Curriculum Implementation
The Nature of Implementation
-Relationship of Implementation to Planning
- Incrementalism
- Communication
- Support
Implementation as a Change Process
- A Theory of Change
- Change Typologies
- Resistance to Change
- Improving Receptivity to Change
Curriculum Implementation Models
- Overcoming Resistance to Change Model
- Organizational Development Model
- Concerns-Based Adoption Model
- Organizational Parts, Units, and Loops
- Educational Change Model
Roles of the Key Players
- Students
- Teachers and Initiators
- Supervisors
- Principals as Initiators
- Curriculum Directors
- Curriculum Consultants
- Parents and Community Members
Conclusion
9. Curriculum Evaluation
The Nature and Purpose of Evaluation
- Curriculum
- Cognition
- Observation
- Interpretation
- Evaluation Questions
- Definitions of Evaluation
- Measurement versus Evaluation
Approaches to Evaluation
- Scientific and Humanistic Approaches to Evaluation
- Intrinsic and Pay-Off Evaluation
- Formative and Summative Evaluation
Scientific-Positivistic Evaluation Models
- Stake's Congruence-Contingency Model
- Stufflebeam's Context, Input, Process, Product Model
Humanistic and Naturalistic Evaluation Models
- Action Research
- Eisner's Connoisseurship Evaluation Model
- Illuminative Evaluation Model
Practices and Issues of Evaluation
- Phases of Evaluation
- Alternative Assessment
- High-Stakes Assessment
- Norm-Referenced and Criterion-Referenced Measurement
- Human Issues of Evaluation
Roles Played in Evaluation
- Students
- Teachers
- Evaluators
- Consultants
- Parents and Community Members
Conclusion
III. Issues of Curriculum
10. Curriculum Issues and Trends
Reinventing Education
- Thinking Outside the Box
- Reinventing School Culture
- Charter Schools, Contract Schools
- The Push for an Enlightened World Cultures Curriculum
The Politics of Sociology of Education
- The Push for the Narrow, Bland Curriculum
- Multicultural Education
- Pedagogy as Political Process
Moral and Spiritual Education
Standards and Testing
- The Politicization of Standards and Assessment
Technology, Media, and Curriculum
- Media Control of Information
Looking Forward
- Determining. Anticipating, Generating Evolving Futures
- Swimming Against the Current
- Swimming With the Current
- Nurturing, Managing, Evolving Futures
- Citizen, Educator Participation in Dynamic Evolving Futures
- Generating Breakthroughs
Conclusion
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