Curriculum development; theory and practice.
By: Under the general editorship of Willard B. Spalding.
Publisher: Harcourt, Brace & World
Published: 1970
Place of publication: New York
Language: eng
Number of pages: 526
Subjects: Curriculum planning.
Description: This book attempts to examine the theory of curriculum development, to reach into fields other than education for strengthening thinking about curriculum, and to link what has transpired with current ideas and problems. - Preface.
Notes: Bibliography: p. 494-514.
Table of contents: label: 1
title: An Approach to Designing the Curriculum
pagenum: 1; title: Crisis in Public Education
pagenum: 1; title: Confusion in Curriculum Planning
pagenum: 3; title: Needed: A Theory of Curriculum Development
pagenum: 6; title: An Approach to Designing the Curriculum
pagenum: 9; label: Part One
title: The Foundations for Curriculum Development; label: 2
title: Current Conceptions of the Function of the School
pagenum: 16; title: Education as Preserver and Transmitter of the Cultural Heritage
pagenum: 18; title: Education as an Instrument for Transforming Culture
pagenum: 22; title: Education for Individual Development
pagenum: 28; title: Implications of These Concepts for Curriculum
pagenum: 30; label: 3
title: The Analysis of Society
pagenum: 31; title: The Sources for Analysis of Society
pagenum: 31; title: The Impact of Science and Technology
pagenum: 34; title: The Implications for the Role of Education
pagenum: 40; label: 4
title: The Analysis of Culture
pagenum: 47; title: The Concept of Culture
pagenum: 48; title: Personality and Culture
pagenum: 50; title: The Genesis of Personality
pagenum: 52; title: The Concept of Cultural Change
pagenum: 53; title: American Character and Values
pagenum: 57; label: 5
title: Educational Implications of the Analysis of Culture
pagenum: 65; title: The School as a Countervailing Socializing Agent
pagenum: 65; title: Education for Values and Feelings
pagenum: 68; title: Autonomy, Individuality, and Creativity
pagenum: 70; title: The Dangers of Ethnocentricity
pagenum: 73; title: The Need for Translators
pagenum: 74; label: 6
title: Learning Theories as a Foundation for the Curriculum
pagenum: 76; title: The Relevance of Ideas About Learning to the Curriculum
pagenum: 76; title: The Main Theories of Learning
pagenum: 79; title: The Influence of Learning Theories on the Curriculum
pagenum: 83; title: The Science of Learning and Educational Strategy
pagenum: 85; label: 7
title: The Concept of Development
pagenum: 88; title: The Interrelationship Among Areas of Development
pagenum: 89; title: The Concept of Readiness and of Pacing
pagenum: 92; title: The Concept of Developmental Tasks
pagenum: 96; title: Implications for Curriculum Making of the Concept of Developmental Tasks
pagenum: 97; label: 8
title: Intelligence and Mental Development
pagenum: 100; title: The Concept of Intelligence
pagenum: 100; title: Variables Affecting the Functioning Intelligence
pagenum: 103; title: The Limitations of Intelligence Tests
pagenum: 105; title: The Development of Intelligence
pagenum: 107; title: Curriculum Implications of the Concept of Intelligence
pagenum: 112; label: 9
title: The Transfer of Learning
pagenum: 121; title: Three Main Concepts of Transfer
pagenum: 121; title: Maximizing Transfer
pagenum: 125; label: 10
title: Social and Cultural Learning
pagenum: 130; title: The Chief Tenets of Social Learning
pagenum: 130; title: The Process of Social Learning
pagenum: 131; title: The Agents of Social Learning
pagenum: 134; title: Variations in Social Learning
pagenum: 135; title: The Effect of Acculturation on Learning
pagenum: 145; label: 11
title: The Extension of Learning
pagenum: 148; title: Human Potentiality for Learning
pagenum: 148; title: Learning as Experiencing and Discovering
pagenum: 151; title: The Confusion About Direct and Indirect Learning
pagenum: 157; title: The Effect of Social Setting on Learning
pagenum: 160; title: Group Relations in the Classroom
pagenum: 162; title: The Effect of Social Climate on Learning
pagenum: 164; title: Grouping as a Factor in Facilitating Learning
pagenum: 167; label: 12
title: The Nature of Knowledge
pagenum: 172; title: Content and Process
pagenum: 172; title: The Levels of Content and Their Functions
pagenum: 174; title: Unique Contributions of School Subjects to Learning
pagenum: 181; title: New Concept of Fundamentals
pagenum: 184; title: The Scope of Content
pagenum: 186; title: The Sequence of Learning
pagenum: 188; title: Integration of Knowledge
pagenum: 189; label: Part Two
title: The Process of Curriculum Planning
pagenum: 194; label: 13
title: The Objectives of Education
pagenum: 196; title: The Functions of Educational Objectives; title: Principles to Guide the Formulation of Objectives
pagenum: 199; title: Classification of Objectives
pagenum: 206; label: 14
title: The Types of Behavioral Objectives
pagenum: 211; title: Knowledge: Facts, Ideas, Concepts
pagenum: 211; title: Reflective Thinking
pagenum: 215; title: Values and Attitudes
pagenum: 220; title: Sensitivities and Feelings
pagenum: 223; title: Skills
pagenum: 225; title: Translating General Objectives into Specific Ones
pagenum: 228; label: 15
title: Diagnosis in Curriculum Development
pagenum: 231; title: Diagnosis of Achievement
pagenum: 232; title: Diagnosis of Students as Learners
pagenum: 234; title: Diagnosis of Curriculum Problems
pagenum: 237; label: 16
title: Informal Diagnostic Devices
pagenum: 244; title: An Open-Ended Classroom Interview
pagenum: 244; title: Open-Ended Questions and Themes
pagenum: 246; title: Unfinished Stories and Incidents
pagenum: 247; title: Records of Discussion
pagenum: 248; title: Records of Reading and Writing
pagenum: 249; title: Observation and Recording of Performance
pagenum: 249; title: Special Assignments and Exercises
pagenum: 250; title: Sociometric Test
pagenum: 252; title: Devices for Diagnosing the Out-of-School Environment
pagenum: 254; title: A Program for Diagnosis
pagenum: 261; label: 17
title: Selection of Curriculum Experiences
pagenum: 263; title: The Problems of Rational Selection
pagenum: 263; title: Problems in Establishing Criteria
pagenum: 265; title: Validity and Significance of Content
pagenum: 267; title: Consistency with Social Realities
pagenum: 272; title: Balance of Breadth and Depth
pagenum: 276; title: Provision for Wide Range of Objectives
pagenum: 278; title: Learnability and Adaptability to Experiences of Students
pagenum: 282; title: Appropriateness to the Needs and Interests of the Students
pagenum: 284; label: 18
title: Organization of Curriculum Content and Learning
pagenum: 290; title: The Problems of Organizing
pagenum: 290; title: Establishing Sequence
pagenum: 292; title: Providing for Cumulative Learning
pagenum: 296; title: Providing for Integration
pagenum: 298; title: Typical Attempts to Unify the Curriculum
pagenum: 300; title: Combining the Logical and Psychological Requirements
pagenum: 301; title: Determining the Focus
pagenum: 304; title: Providing Variety in Modes of Learning
pagenum: 307; label: 19
title: Evaluation of the Outcomes of Curricula
pagenum: 310; title: A Narrow and a Broad Definition of Evaluation
pagenum: 311; title: The Function of Evaluation
pagenum: 313; title: Criteria for a Program of Evaluation
pagenum: 316; title: A Comprehensive Evaluation Program
pagenum: 324; title: Techniques for Securing Evidence
pagenum: 329; title: Interpretation of Evaluation Data
pagenum: 331; title: Translation of Evaluation Data into the Curriculum
pagenum: 336; title: Evaluation as a Cooperative Enterprise
pagenum: 328; label: 20
title: Development of a Teaching-Learning Unit
pagenum: 343; title: The Role of a Model for a Teaching-Learning Unit
pagenum: 343; title: The Methodology for Planning a Unit
pagenum: 345; label: Part Three
title: The Design of the Curriculum; label: 21
title: Current Patterns of Curriculum Organization
pagenum: 382; title: Some Problems of Organization
pagenum: 382; title: The Subject Organization
pagenum: 384; title: The Broad Fields Curriculum
pagenum: 393; title: Curriculum Based on Social Processes and Life Functions
pagenum: 396; title: The Activity or Experience Curriculum
pagenum: 400; title: The Core Curriculum
pagenum: 407; label: 22
title: A Conceptual Framework for Curriculum Design
pagenum: 413; title: Deficiencies in the Rationale of Current Curriculum Designs
pagenum: 414; title: The Functions of a Conceptual Framework for Curriculum Design
pagenum: 420; title: The Elements of the Curriculum
pagenum: 422; title: Relationships Among the Elements
pagenum: 424; title: The Problems and Principles of Organization
pagenum: 426; title: A Methodology of Curriculum Development
pagenum: 439; label: Part Four
title: The Strategy of Curriculum Change; label: 23
title: Strategy for Changing a Curriculum
pagenum: 446; title: Curriculum Change in Historic Perspective
pagenum: 446; title: Current Methods of Curriculum Change
pagenum: 448; title: The Concept of Strategy for Curriculum Change
pagenum: 454; title: A Sequence of Curriculum Development
pagenum: 456; title: Integration of Production and Teacher Training
pagenum: 460; title: Patterns of Work
pagenum: 465; title: Levels of Involvement
pagenum: 469; label: 24
title: Working with Groups
pagenum: 471; title: Composing Work Teams
pagenum: 472; title: Climate for Productive Work
pagenum: 475; title: Differentiation of Tasks for Groups and Individuals
pagenum: 477; title: Leadership Roles
pagenum: 478; title: A Case Study of Developing Leadership Roles
pagenum: 482; title: Conclusion
pagenum: 491; title: Bibliography
pagenum: 494; title: Index
pagenum: 515