Curriculum: foundations, principles, and issues

✍ Scribed by Ornstein, Allan C;Hunkins, Francis P

• Publisher: Pearson
• Year: 2016;2017
• Tongue: English
• Leaves: 383
• Edition: Seventh edition
• Category: Library

✦ Synopsis

Gives current and future administrators a balanced, comprehensive view of theentirefield of curriculum, which encourages readers to consider choices and formulate their own views on curriculum foundations, principles, and issues.KEY TOPICS:Education, teaching, curriculum, instruction, supervision, goals, objectives, foundations, social emotional learning, career and technical education, digital literacy, noncogitive skills, high-stakes testing, executive function, international tests, PISA, TIMSS, PIAAC, PIRLS, inequality, accountability, Common Core, evaluation, international, development, designMARKET:Researchers, theoreticians, and curriculum practitioners. Teachers, supervisors, and administrators who participate in curriculum making.

✦ Table of Contents

Cover......Page 1
Title page......Page 2
Copyright page......Page 3
About the Authors......Page 5
Preface......Page 6
Brief Contents......Page 8
Contents......Page 9
Curriculum Tips......Page 17
VIDEOS FOR REFERENCE......Page 18
Chapter 1 THE FIELD OF CURRICULUM......Page 20
Behavioral Approach......Page 21
Managerial Approach......Page 22
Systems Approach......Page 24
Academic Approach......Page 25
Humanistic Approach......Page 26
Definition of Curriculum......Page 27
Background Issues for Defining the Field......Page 28
Foundations of Curriculum......Page 29
Curriculum Development......Page 31
Curriculum Design......Page 32
Planned and Unplanned Curriculum......Page 33
From Theory to Practice......Page 34
Curriculum Certification......Page 36
The Roles of the Curriculum Worker......Page 37
The Curriculum Worker’s Responsibilities......Page 38
The Teacher and the Curriculum......Page 39
The Principal and the Curriculum......Page 40
Changing Professional Roles: Standards and Testing......Page 41
Notes......Page 42
Chapter 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM......Page 47
Philosophy and the Curriculum Worker......Page 48
Philosophy as a Curriculum Source......Page 49
Realism......Page 50
Existentialism......Page 51
Educational Philosophies......Page 52
Perennialism......Page 53
Essentialism: Reaffirming the Best and Brightest......Page 55
Progressivism......Page 58
Reconstructionism......Page 63
Conclusion......Page 70
Notes......Page 71
The Colonial Period: 1642–1776......Page 76
Colonial Schools......Page 77
Old Textbooks, Old Readers......Page 78
The National Period: 1776–1850......Page 79
Webster: Schoolmaster and Cultural Nationalist......Page 80
McGuffey: The Readers and American Virtues......Page 81
Pestalozzi: General and Special Methods......Page 82
Herbart: Moral and Intellectual Development......Page 83
Spencer: Utilitarian and Scientific Education......Page 84
Common Schools......Page 85
Elementary Schools......Page 86
Academies......Page 87
High Schools......Page 88
The Transitional Period: 1893–1918......Page 89
Reaffirming the Traditional Curriculum: Three Committees......Page 90
Harris and Eliot: Two Conservative Reformers......Page 92
Vocational Education......Page 93
Pressure for a Modern Curriculum......Page 94
Bobbitt and Charters: Behaviorism and Scientific Principles......Page 96
Kilpatrick: The Progressive Influence......Page 98
The Twenty-sixth Yearbook......Page 99
Rugg and Caswell: The Development Period......Page 100
Eight-Year Study......Page 101
Tyler: Basic Principles......Page 102
Goodlad: School Reform......Page 103
Pinar: Reconceptualizing Curriculum Theory......Page 106
Current Focus......Page 107
Discussion Questions......Page 108
Notes......Page 109
Chapter 4 PSYCHOLOGICAL FOUNDATIONS OF CURRICULUM......Page 113
Connectionism......Page 114
Thorndike’s Influence: Tyler, Taba, and Bruner......Page 115
Behaviorist Reinforcement Theory......Page 116
Acquiring New Operants......Page 117
Behaviorism and Curriculum......Page 120
Cognitive Perspective......Page 122
The Montessori Method......Page 123
Jean Piaget’s Theories......Page 124
Piaget’s Influence: Tyler, Taba, Bruner, and Kohlberg......Page 125
Developmental Theories: Beyond Piaget......Page 126
Bloom: Early Environment......Page 127
Lev Vygotsky’s Theories......Page 128
IQ Thinking and Learning......Page 129
Constructivism......Page 132
The Impact of Technology on the Brain and Learning......Page 133
Problem Solving and Creative Thinking......Page 134
Innovation and Technology......Page 138
Phenomenology and Humanistic Psychology......Page 139
Maslow: Self-Actualizing Individuals......Page 140
Rogers: Nondirective and Therapeutic Learning......Page 141
Positive Psychology and Mindsets......Page 143
Phenomenology and Curriculum......Page 144
Conclusion......Page 146
Notes......Page 147
Society, Education, and Schooling......Page 152
Social and Developmental Theories......Page 153
Changing American Society......Page 155
Postindustrial Society: Bits and Bytes......Page 156
New Family Types......Page 157
Moral Conduct and Controversy......Page 158
Moral Teaching......Page 160
Moral Character......Page 161
Binary Bits and Reading Habits......Page 162
Conformity in Class......Page 164
Coping and Caring......Page 165
Culture of the Classroom......Page 166
The Peer Group......Page 167
Peer Culture and the School......Page 168
Peer and Racial Groups......Page 169
Social Class and Academic Achievement......Page 170
Global Achievement......Page 171
Conclusion......Page 172
Notes......Page 173
Complexities of Curriculum Design......Page 177
Connecting Conceptions......Page 179
Sources of Curriculum Design......Page 180
Conceptual Framework: Horizontal and Vertical Organization......Page 184
Scope......Page 185
Sequence......Page 186
Integration......Page 187
Balance......Page 188
Subject-Centered Designs......Page 189
Learner-Centered Designs......Page 194
Problem-Centered Designs......Page 200
Curriculum Design Theoretical Frameworks......Page 202
The Shadows within Curricula......Page 203
Conclusion......Page 204
Notes......Page 205
Chapter 7 CURRICULUM DEVELOPMENT......Page 209
Technical-Scientific Approach (Modernist Perspective)......Page 211
The Models of Bobbitt and Charters......Page 212
The Tyler Model: Four Basic Principles......Page 213
The Taba Model: Grassroots Rationale......Page 214
The Backward-Design Model......Page 215
The Task-Analysis Model......Page 216
Nontechnical-Nonscientific Approach (Postmodernist, Postconstructivist Perspective)......Page 218
The Deliberation Model......Page 219
Doll’s Model of Curriculum Development......Page 221
Enacting Curriculum Development......Page 223
Generating Aims, Goals, and Objectives......Page 224
Selecting Curriculum Content......Page 233
Selecting Curriculum Experiences......Page 239
Selecting Educational Environments......Page 240
Teachers......Page 244
Students......Page 245
Principals......Page 246
Superintendents......Page 247
Lay Citizens......Page 248
State Agencies......Page 249
Other Participants......Page 250
Conclusion......Page 251
Notes......Page 252
Chapter 8 CURRICULUM IMPLEMENTATION......Page 257
The Nature of Implementation......Page 258
Incrementalism......Page 259
Communication......Page 260
Support......Page 261
Implementation as a Change Process......Page 263
Types of Change......Page 264
Resistance to Change......Page 266
Stages of Change......Page 270
Curriculum Implementation Models......Page 271
Modernist Models......Page 272
Postmodernist Models......Page 276
Factors Affecting Implementation......Page 277
Students......Page 278
Supervisors......Page 280
Parents and Community Members......Page 281
Notes......Page 283
Chapter 9 CURRICULUM EVALUATION......Page 287
The Nature and Purpose of Evaluation......Page 292
Evaluation Questions......Page 294
Definitions of Evaluation......Page 295
Scientific, Modernist Approach to Evaluation......Page 296
Humanistic, Postmodernist Approach to Evaluation......Page 297
Scientific, Modernist Approach versus Humanistic, Postmodernist Approach......Page 299
Utilitarian versus Intuitionist Approach......Page 302
Formative and Summative Evaluation......Page 303
Evaluation Models......Page 307
Scientific Models, Modernist Models......Page 308
Humanistic Models, Postmodernist Models......Page 310
Action-Research Model......Page 313
Testing......Page 314
High-Stakes Tests......Page 315
Norm-Referenced Tests......Page 317
Criterion-Referenced Tests......Page 318
Alternative Assessment......Page 320
Human Issues of Evaluation......Page 322
Challenges in the 21st Century......Page 325
Notes......Page 326
Chapter 10 INTERNATIONAL SCENES IN EDUCATION......Page 331
Education in Particular Countries......Page 335
Background......Page 336
The Uniqueness of Finland......Page 337
The Finnish Educational System......Page 338
Lessons from Finland......Page 340
Background......Page 342
The Australian Educational System......Page 343
Teacher Education......Page 345
Background......Page 346
State Education Commission......Page 348
Lessons from China......Page 352
The Singapore Education System......Page 353
Primary School Education......Page 354
Secondary School Education......Page 355
Teacher Education......Page 356
Background......Page 357
The South African Education System......Page 360
The Department of Education......Page 361
Lessons from South Africa......Page 362
Conclusion......Page 364
Notes......Page 365
F......Page 370
O......Page 371
Z......Page 372
C......Page 374
D......Page 376
F......Page 377
I......Page 378
M......Page 379
P......Page 380
S......Page 381
T......Page 382
W......Page 383

✦ Subjects

Education;Nonfiction;Teaching