Home > Society and Social Sciences > Education > Contemporary Curriculum: in Thought and Action
53%
Contemporary Curriculum: in Thought and Action

Contemporary Curriculum: in Thought and Action

          
5
4
3
2
1

Available


Premium quality
Premium quality
Bookswagon upholds the quality by delivering untarnished books. Quality, services and satisfaction are everything for us!
Easy Return
Easy return
Not satisfied with this product! Keep it in original condition and packaging to avail easy return policy.
Certified product
Certified product
First impression is the last impression! Address the book’s certification page, ISBN, publisher’s name, copyright page and print quality.
Secure Checkout
Secure checkout
Security at its finest! Login, browse, purchase and pay, every step is safe and secured.
Money back guarantee
Money-back guarantee:
It’s all about customers! For any kind of bad experience with the product, get your actual amount back after returning the product.
On time delivery
On-time delivery
At your doorstep on time! Get this book delivered without any delay.
Add to Wishlist

About the Book

Curriculum offers a broad, comprehensive introduction to curriculum theory and practice. The sixth edition highlights major philosophies and principles while also examining the conflicting conceptions of curriculum. Readers will find a balanced analysis of humanistic, social reconstructionist, technological, and academic perspectives. This will help future educators gain a better understanding of practices, issues, and possible achievements in the curriculum.

Table of Contents:
PREFACE.PART I. CONCEPTIONS OF CURRICULUM.CHAPTER 1. THE HUMANISTIC CURRICULUM.Characteristics of the Humanistic Curriculum.Purpose.Role of the Teacher.Directions in Humanistic Curriculum.A Confluent Curriculum.Consciousness and Transcendency.Responses to Depersonalization.Psychological Foundations of the Humanistic Curriculum.Third Force Psychology.Historical Antecedents to the Humanistic Curriculum.Ancient Greeks and Romans.Traditional Humanities.Progressive Education.Spiritual Images.Criticisms of the Humanistic Curriculum.Concluding Comments.CHAPTER 2. THE SOCIAL RECONSTRUCTIONIST CURRICULUM.Characteristics of the Social Reconstructionist Curriculum.Purpose.Role of the Teacher.Social Reconstruction in Practice.Changing the Community.Freire's Social Reconstructionism.Neo-Marxists.Futurologists.Social Adaptation versus Social Reconstruction.Psychological Foundations of Social Reconstruction.Cultural Psychology as a Source.Psychoanalytical Psychology and Social Reconstruction.Historical Antecedents to Social Reconstruction.Criticisms of Social Reconstructionism.Concluding Comments.CHAPTER 3. THE SYSTEMIC CURRICULUM.Alignment.Accountability.Standards-Based Curriculum.Policies for Standards-Based Curriculum.Standards-Based Curriculum in the Classroom.Psychological Foundations of the Systemic Curriculum.Historical Antecedents to the Systemic Curriculum.Consequences of Systemic Curriculum.Concluding Comments.CHAPTER 4. THE ACADEMIC CURRICULUM.Approaches to the AcademicCurriculum.The Forms of Knowledge Approach.Structure in the Disciplines Approach.Reaction against a Structure of Knowledge.Revival of the Disciplines Approach.Liberal Arts and the Academic Core.Cultural Literacy.Making Subject Matter More Appealing to Growing Minds.Psychological Foundations of the Academic Curriculum.Historical Antecedents of the Academic Curriculum.Concluding Comments.PART II. CURRICULUM DEVELOPMENT.CHAPTER 5. DECIDING WHAT SHOULD BE TAUGHT.Arena for Deciding What to Teach.Levels of Decision Making.Curriculum at Different Levels.Contexts for Development of Curriculum.Range of Activity.Development of Materials.State, Regional, and Local Curriculum Planning.Institutional Curriculum Planning.Functions of the Curriculum.Determining What to Teach.Rational and Technical Models in Curriculum Decision Making.Needs Assessment Model.The Futuristic Model.The Rational Model.The Vocational or Training Model.Alternative Approaches to Determining Curriculum Purposes.Disjointed Incrementalism.Emergent Approaches in Curriculum Decision Making.A Comment on Models and Approaches for Curriculum Building.Concluding Comments.CHAPTER 6. DEVELOPING AND SELECTING LEARNING OPPORTUNITIES.Standards for Teaching Impact Classroom Curriculum Development.Principles for Developing Learning Opportunities.Learning Opportunities for Higher Order Thinking.Transfer and Problem Solving.Creativity.Creating New Knowledge.Procedures for Developing Learning Activities.Current Orientations in Developing Learning Activities.Criteria for Selecting Learning Activities.Philosophical Criteria.Psychological Criteria.Political Criteria.Practicality as a Criterion.Scientifically Based Research Criteria.Criticisms of Textbooks and Learning Opportunities.Criticisms of Criteria for Selecting Learning Opportunities.Concluding Comments.APERTURE 6. HOW TECHNOLOGY IS USED WITH CURRICULUM ORIENTATIONS.Technology in Humanistic Classrooms.Social Reconstruction and Technology.Technology in a Systemic Curriculum.Technology in the Academic Curriculum.Building Web Sites.CHAPTER 7. ORGANIZING LEARNING OPPORTUNITIES.Key Concepts in Curriculum Organization.Organizing Centers.Organizing Elements.Principles for Sequencing Centers and Activities Related to Elements.Organizing Structures.Structure at the Institutional Level.Structure at the Classroom Level.Organizational Patterns and Conceptions of the CurriculumUnified Disciplines: The New Academic Pattern.Empirical Studies of the Effects of Patterns.Issues in Curriculum Organization.Concluding Comments.PART III. CURRICULUM MANAGEMENT.CHAPTER 8. MANAGING CURRICULUM.Schools and the Institutionalized Curriculum.Curriculum Change in the Context of Restructuring.Roles in Restructuring Curriculum.The Principal as Director of Learning.The Principal in Shared Leadership.Department Heads in Curriculum Management.Administrative Arrangements.Stratifying Students.Staffing Patterns and Scheduling.Supplementary Personnel.Nongrading.Facilities.The Middle School.Alternative, Magnet, Charter, and Specialist Schools.Directions in the Reform of School Organizations.Options in the Schools.Administration for Instructional Effectiveness.Coordinating the Curriculum.Effective Research and Curriculum Policy.Concluding Comments.CHAPTER 9. EVALUATING THE CURRICULUM.Models for Evaluation.Consensus Models (Traditional and Technical Evaluation).Pluralistic Models (Humanistic and Social Reconstructionist Evaluation).Controversial Technical Issues in Curriculum Evaluation.The Form of Objectives (Goals, Standards, Benchmarks, and Indicators).Measurement of Intended Outcomes versus Goal-Free Evaluation.Norm-Referenced Tests and Criterion-Referenced Tests.Tests and Invasion of Privacy.Authentic Assessment of Student Performance.Assessment as Learning.Techniques for Collecting Data.Measuring Affect.Sampling.Hazards in Conducting Traditional Evaluation.Value Added Assessment.Concluding Comments.CHAPTER 10. THE POLITICS OF CURRICULUM MAKING.Curriculum Policy.The Politics Involved.Political Decisions about What Will Be Taught.Concepts for Interpreting the Process of Political Decision Making.The Professionalization of Reform.Forces of Stability.Constraints on Policy.Participants in Determining Curriculum Policy.School-Based Participants.Community Participants.State Agencies.Testing Agencies.Publishers.The Courts.The Federal Government.Foundations.Special Interests.Conflicts in Curriculum Control.Concluding Comments.PART IV. ISSUES AND TRENDS.CHAPTER 11. CURRENT ISSUES DEMANDING RESPONSES.Curriculum for Thinking.The Focus of a Thinking Curriculum.Curriculum Competition: An International Comparison.Invidious Comparisons.Vocational Education.Contrasting Purposes for Vocational Education.Access to Vocational Education.Content of Vocational Education.Reorganizing Vocational Education.Trends in Vocational Education.Moral Education.Phenix's Basic Questions in Moral Education.Kohlberg's Theory of Moral Development.Character Education.School Safety.Concluding Comments.CHAPTER 12. DIRECTIONS IN THE SUBJECT FIELDS.Mathematics.Mathematics in Our Schools.Trends in Mathematics.Science.Evolution of Science Teaching.New Approaches in Science Education.Recommendations for the Future Science Curriculum.Physical and Health Education.Its Place in the Curriculum.Guidelines for Future Physical Education Programs.English.English as a Subject.Current Trends in the Teaching of English.Reading.The Curriculum of Reading.Trends and Directions.History and Social Studies.History as a Subject.An Evaluation of History Curriculum.History and Geography in the 1990s.History and the Social Studies in the Standards Movement.Social Studies.The Future of Social Studies.Foreign Language.The Rise and Fall of Foreign Language.Efforts to Revive Language Instruction.The Arts.Concluding Comments.PART V. CURRICULUM INQUIRY: RETROSPECT AND PROSPECT.CHAPTER 13. A HISTORICAL PERSPECTIVE OF CURRICULUM MAKING.Curriculum Historians.Context for Formulation of the Curriculum Field.Founders of the Field of Curriculum.Herbartism and the McMurrys.Basic Tenets of Herbartism.The McMurrys' Thinking.Dewey's Opposition to Herbartism.Dewey's School.Dewey's Curriculum.Scientific Curriculum Making: Franklin Bobbitt and Werrett W. Charters.Societal Influences on the Scientific Movement.Key Ideas of Scientific Curriculum Making.Bobbitt's Contribution to Curriculum Making.Charters's Contribution to the Curriculum Field.Improvement of Instruction.Local Development of Curriculum.The Course of Study Movement.Caswell's Influence on the Curriculum Field.Rational Curriculum Making.Tyler's Curriculum Inquiry.Feminine Enactment of Curriculum.Hilda Taba.Mary Sheldon Barnes.Lucy Maynard Salmon.Lucy Sprague Mitchell.Concluding Comments.CHAPTER 14. THE PROMISE OF THEORY AND INQUIRY IN CURRICULUM.State of the Field.The Need for Curriculum Theory.The Need for Curriculum Conceptions.The Need for Studies of Correlation and Integration.The Need for Studies of Sequence.The Need for Analyzing Education Objectives (Standards).The Need for Process-Product Research.Directions in Curriculum Inquiry.Forms of Inquiry.Synoptic Activity as Curriculum Inquiry.Inquiry in the School and Classroom.Narrative.Qualitative Inquiry in School Settings.Action Research as Curriculum Inquiry.Concluding Comments.NAME INDEX.SUBJECT INDEX.


Best Sellers


Product Details
  • ISBN-13: 9780471459750
  • Publisher: John Wiley and Sons Ltd
  • Publisher Imprint: John Wiley & Sons Inc
  • Edition: Revised edition
  • Language: English
  • Returnable: N
  • Weight: 580 gr
  • ISBN-10: 0471459755
  • Publisher Date: 18 Mar 2005
  • Binding: Paperback
  • Height: 254 mm
  • No of Pages: 384
  • Sub Title: in Thought and Action
  • Width: 179 mm


Similar Products

How would you rate your experience shopping for books on Bookswagon?

Add Photo
Add Photo

Customer Reviews

REVIEWS           
Click Here To Be The First to Review this Product
Contemporary Curriculum: in Thought and Action
John Wiley and Sons Ltd -
Contemporary Curriculum: in Thought and Action
Writing guidlines
We want to publish your review, so please:
  • keep your review on the product. Review's that defame author's character will be rejected.
  • Keep your review focused on the product.
  • Avoid writing about customer service. contact us instead if you have issue requiring immediate attention.
  • Refrain from mentioning competitors or the specific price you paid for the product.
  • Do not include any personally identifiable information, such as full names.

Contemporary Curriculum: in Thought and Action

Required fields are marked with *

Review Title*
Review
    Add Photo Add up to 6 photos
    Would you recommend this product to a friend?
    Tag this Book
    Read more
    Does your review contain spoilers?
    What type of reader best describes you?
    I agree to the terms & conditions
    You may receive emails regarding this submission. Any emails will include the ability to opt-out of future communications.

    CUSTOMER RATINGS AND REVIEWS AND QUESTIONS AND ANSWERS TERMS OF USE

    These Terms of Use govern your conduct associated with the Customer Ratings and Reviews and/or Questions and Answers service offered by Bookswagon (the "CRR Service").


    By submitting any content to Bookswagon, you guarantee that:
    • You are the sole author and owner of the intellectual property rights in the content;
    • All "moral rights" that you may have in such content have been voluntarily waived by you;
    • All content that you post is accurate;
    • You are at least 13 years old;
    • Use of the content you supply does not violate these Terms of Use and will not cause injury to any person or entity.
    You further agree that you may not submit any content:
    • That is known by you to be false, inaccurate or misleading;
    • That infringes any third party's copyright, patent, trademark, trade secret or other proprietary rights or rights of publicity or privacy;
    • That violates any law, statute, ordinance or regulation (including, but not limited to, those governing, consumer protection, unfair competition, anti-discrimination or false advertising);
    • That is, or may reasonably be considered to be, defamatory, libelous, hateful, racially or religiously biased or offensive, unlawfully threatening or unlawfully harassing to any individual, partnership or corporation;
    • For which you were compensated or granted any consideration by any unapproved third party;
    • That includes any information that references other websites, addresses, email addresses, contact information or phone numbers;
    • That contains any computer viruses, worms or other potentially damaging computer programs or files.
    You agree to indemnify and hold Bookswagon (and its officers, directors, agents, subsidiaries, joint ventures, employees and third-party service providers, including but not limited to Bazaarvoice, Inc.), harmless from all claims, demands, and damages (actual and consequential) of every kind and nature, known and unknown including reasonable attorneys' fees, arising out of a breach of your representations and warranties set forth above, or your violation of any law or the rights of a third party.


    For any content that you submit, you grant Bookswagon a perpetual, irrevocable, royalty-free, transferable right and license to use, copy, modify, delete in its entirety, adapt, publish, translate, create derivative works from and/or sell, transfer, and/or distribute such content and/or incorporate such content into any form, medium or technology throughout the world without compensation to you. Additionally,  Bookswagon may transfer or share any personal information that you submit with its third-party service providers, including but not limited to Bazaarvoice, Inc. in accordance with  Privacy Policy


    All content that you submit may be used at Bookswagon's sole discretion. Bookswagon reserves the right to change, condense, withhold publication, remove or delete any content on Bookswagon's website that Bookswagon deems, in its sole discretion, to violate the content guidelines or any other provision of these Terms of Use.  Bookswagon does not guarantee that you will have any recourse through Bookswagon to edit or delete any content you have submitted. Ratings and written comments are generally posted within two to four business days. However, Bookswagon reserves the right to remove or to refuse to post any submission to the extent authorized by law. You acknowledge that you, not Bookswagon, are responsible for the contents of your submission. None of the content that you submit shall be subject to any obligation of confidence on the part of Bookswagon, its agents, subsidiaries, affiliates, partners or third party service providers (including but not limited to Bazaarvoice, Inc.)and their respective directors, officers and employees.

    Accept

    New Arrivals


    Inspired by your browsing history


    Your review has been submitted!

    You've already reviewed this product!
    ASK VIDYA