Cover......Page 1
Contents......Page 6
Preface......Page 8
About the Author......Page 10
Meaning of Curriculum......Page 12
Definitions of Curriculum......Page 13
Elements of Curriculum......Page 14
Step 2: Formulating Specific Objectives......Page 16
Steps 5 and 6: Selecting and Organizing Learning Experiences......Page 17
Step 7: Evaluating......Page 18
Curriculum as the Cumulative Tradition of Organized Knowledge......Page 19
Curriculum as Race Experience......Page 20
Curriculum as Guided Learning Experience......Page 21
Curriculum as Guided Living......Page 22
Curriculum as a Technological System of Production......Page 23
Hidden Curriculum......Page 24
Discovering Hidden Curricula......Page 26
Implications of Education......Page 27
Chapter 2: Historical Development of Curriculum......Page 29
Ancient Greece and Rome......Page 30
Curriculum in the Christian World......Page 32
Curriculum in the Renaissance, Reformation and Enlightenment......Page 33
Curriculum for the Enlightenment of the Twentieth Century......Page 35
Curriculum in the Twentieth Century......Page 38
Ancient Period......Page 41
Modern Education......Page 47
Philosophical Bases of Curriculum Development......Page 53
Curricular Sources โ Philosophy/Educational Theories......Page 55
Sociological Bases of Curriculum Development......Page 65
Culture......Page 66
Implications of Culture to Education......Page 67
Nature of the Learner as Curricular Source and Influence......Page 70
Relevance of Ideas about Learning to the Curriculum......Page 71
Behaviourist or Associationist Theories......Page 72
Cognitive Theories โ Curriculum......Page 77
Phenomenology/Humanistic Psychology......Page 83
Knowledge as a Base of Curriculum Development......Page 86
Nature of Knowledge......Page 87
Implications of Integrated Knowledge to Curriculum......Page 90
Theory โ Meaning and Sources......Page 91
Theory......Page 92
Theory Building......Page 93
Deductive Approach......Page 94
Classification I......Page 95
Classification II......Page 96
Objectives โ Definition, Classification, Sources and Selection......Page 101
Aims of Education......Page 102
Goals of Education......Page 103
Curriculum Objectives......Page 105
Some Criticism of Bloomโs Taxonomy......Page 106
Taxonomy of Educational Objectives......Page 107
Principles of Curriculum Organization......Page 116
Organization of Curricular Content and Learning Experience......Page 120
Curriculum Content......Page 122
Social Objectives of Content......Page 123
Patterns of Curriculum Organization......Page 126
Subject Curriculum......Page 127
Broad Fields Curriculum......Page 128
Activity Curriculum......Page 129
Core Curriculum......Page 133
The Textbook Procedure......Page 136
The Survey of Opinions Procedure......Page 137
The Analysis of Audit Activities Procedure......Page 138
The Social Functions Procedure......Page 139
Scientific/Technical......Page 140
Non-scientific/Non-technical/Humanistic Models......Page 144
Indian Certificate of Secondary Education Examination: The Council......Page 148
Chapter 7: Curriculum Evaluation......Page 179
Scientific and Humanistic Approaches to Evaluation......Page 183
Intrinsic and Pay-off Evaluation (Michael Scriven)......Page 184
Models of Curriculum Evaluation......Page 185
Humanistic and Naturalistic Evaluation Models......Page 192
Evaluation Practices in India......Page 194
Critique on Present Examination Practices......Page 196
Strategies for Evaluation of Curriculum......Page 201
Intended Outcomes (Mauritz Johnson)......Page 202
Norm-Referenced and Criterion-Referenced Measurement......Page 203
National Curriculum Framework for Teacher Education โ 2009 (Drawn from NCF โ 2009)......Page 206
Chapter 1: Context, Concerns and Vision of Teacher Education......Page 207
Chapter 2: Curricular Areas of Initial Teacher Preparation......Page 209
Models of Existing School and Teacher Education Curriculum......Page 228
Transaction in the Classroom......Page 229
Course Structure......Page 230
A Practical Model to Design a Curriculum......Page 231
Bachelor of Education (B.Ed.) (2011โ2012)......Page 232
Master of Education (M.Ed.) (2011โ2012)......Page 235
B.Ed. (2010โ2011)......Page 236
B.Ed. (2009โ2010)......Page 239
M.Ed. (2009โ2010)......Page 241
B.Ed. (2008โ2009)......Page 243
M.Ed. (2008โ2009)......Page 246
Programme Objectives......Page 248
Course Description......Page 249
Meaning of Curriculum Change......Page 254
Types of Curriculum Change......Page 255
Approaches to Curriculum Change......Page 258
Ingredients in Curriculum Improvement......Page 261
Pre-service Teacher Education......Page 263
Sequence of Curriculum Development......Page 264
School Factors as Symptoms of the Need for Change......Page 265
The Community as a Factor in the Need for Change......Page 266
Developing Strategies to Sensitize Others of the Need for Change......Page 267
9.2.6 Other Factors Affecting Curriculum Change......Page 268
Futurism......Page 269
Some Major Approaches to Forecasting......Page 270
Future Direction for Curriculum......Page 271
Need for Future Forecasting in Curriculum Development......Page 272
Curriculum Research......Page 276
Areas of Research......Page 277
Basic Assumptions......Page 278
Paradigms to Enquiry......Page 280
Scientific Mode......Page 281
Mathematical Mode......Page 282
Inspirational Mode......Page 283
Index......Page 284