Curriculum: Foundations, Principles, and Issues

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 NAME INDEX SUBJECT INDEX