Featuring 25% new content, the fifth edition of Contemporary Issues in Curriculum addresses issues in implementation, planning, and evaluation of curriculum at all levels of learning. Divided into six parts–Philosophy, Teaching, Learning, Instruction, Supervision, and Policy– the new edition of this balanced yet eclectic text features ten new chapters written by notable authors including Larry Cuban, Howard Gardner, Andrew Hargreaves, Linda Darling-Hammond, and Stanley Pogrow.   With each new chapter, readers are asked to consider a new author’s viewpoint, thought process, and conclusions about significant and current curriculum issues, from traditional and commonly accepted beliefs to more controversial and cotemporary ideas. Through a variety of learning aids and discussion questions, readers are encouraged to analyze and debate these issues, to formulate their own opinions, and begin to shape their own original ideas about the future direction of curriculum.   Focus Questions at the beginning of each chapter offer an advance organizer and encourage critical thinking. Discussion Questions at the end of each chapter encourage student analysis as well as opportunities for further thought and classroom dialogue. Case Studies at the end of each Partinitiate thoughtful discussion of how curriculum issues are played out in the in-service world. “Pro-Con Chart” features succinctly detail the argument and counterargument for the issue covered in each part, allowing readers to better understand the complexities. Curriculum Scholar Profiles at the beginning of each section highlight the achievements of six prominent leaders in the curriculum field.

Table of Contents:
Preface PART ONE:          CURRICULUM AND PHILOSOPHY CHAPTER 1          PHILOSOPHY AS A BASIS FOR CURRICULUM DECISIONS, Allan C. Ornstein CHAPTER 2          GOALS AND OBJECTIVES, Ronald S. Brandt and Ralph W. Tyler CHAPTER 3          A PEDAGOGY OF POSSIBILITY, Peter McLaren CHAPTER 4          ART AND IMAGINATION: OVERCOMING A DESPERATE STASIS, Maxine Green CHAPTER 5          NO COMMUNITY LEFT BEHIND, Phillip C. Schlecty PRO-CON CHART 1  Should the schools introduce a values-centered curriculum for all students? CASE STUDY 1    A clash concerning the srts curriculum   PART TWO:         CURRICULUM AND TEACHING CHAPTER 6          TEACHING AND THEMES OF CARE, Nel Noddings CHAPTER 7          THE HEART OF A TEACHER, Parker J. Palmer CHAPTER 8          CRITICAL ISSUES IN TEACHING, Allan C. Ornstein               CHAPTER 9          PRODUCTIVE TEACHERS: ASSESSING THE KNOWLEDGE BASE, Herbert J. Walberg CHAPTER 10        HONORING DIVERSE STYLES OF BEGINNING TEACHERS, Edward F. Pajak, Elaine Stotko, and Frank Masci CHAPTER 11        KEEPING GOOD TEACHERS: WHAT IT MATTERS, WHAT LEADERS CAN DO, Linda Darling-Hammond PRO-CON CHART 2          Should teachers be held accountable for their teaching? CASE STUDY 2    School district proposes evaluations by students   PART THREE:       CURRICULUM AND LEARNING CHAPTER 12        GRAPPLING, Theodore R. Sizer and Nancy Faust Sizer CHAPTER 13        CREATING CREATIVE MINDS, Robert J. Sternberg and Todd I. Lubart CHAPTER 14        THE COGNITIVE-DEVELOPMENTAL APPROACH TO MORAL EDUCATION, Lawrence Kohlberg          CHAPTER 15        A CRITICAL EXAMINATION OF CHARACTER EDUCATION, Alfie Kohn CHAPTER 16        LIMITING STUDENTS’ SCHOOL SUCCESS AND LIFE CHANCES: THE IMPACT OF TRACKING, Jeannie S. Oakes CHAPTER 17        DISCIPLINING THE MIND, Veronica Boix Mansilla and Howard Gardner PRO-CON CHART 3          Should special education students be grouped (mainstreamed) into regular education classes? CASE STUDY 3    Language and standardized testing   PART FOUR:        CURRICULUM AND INSTRUCTION CHAPTER 18        THE SEARCH FOR METHODS OF INSTRUCTION, Benjamin S. Bloom CHAPTER 19        NEEDED: A NEW EDUCATIONAL CIVIL RIGHTS MOVEMENT, Evans Clinchy CHAPTER 20        THE THOUGHT-FILLED CURRICULUM, Arthur L. Costa CHAPTER 21        THE IMPORTANCE OF MULTICULTURAL EDUCATION, Geneva Gay CHAPTER 22        KNOWLEDGE  ALIVE, David Perkins CHAPTER 23        TEACHING CONTENT OUTRAGEOUSLY, Stanley Pogrow PRO-CON CHART 4          Should academic content standards be used in place of                                                 curriculum guides? CASE STUDY 4    An advocate for longer school days.   PART FIVE:          CURRICULUM AND SUPERVISION CHAPTER 24        THE POLITICS OF SCHOOL VIRTUE: A NEW FRAMEWORK FOR SCHOOL LEADERSHIP, Thomas J. Sergiovanni CHAPTER 25        WHAT THE WORLD CAN TEACH US ABOUT NEW TEACHER INDUCTION, Harry K. Wong, Ted Britton, and Tom Ganser CHAPTER 26        CLINICAL SUPERVISION AND PSYCHOLOGICAL FUNCTIONS, Edward F. Pajak CHAPTER 27        A ROLE FOR TECHNOLOGY IN PROFESSIONAL DEVELOPMENT, Frank Levy and Richard J. Murnane CHAPTER 28        INSTRUCTIONAL  SENSITIVITY OF TESTS: ACCOUTABILITY’S DIRE DRAWBACK, W. James Popham CHAPTER 29        DIAGNOSING SCHOOL DECLINE, Daniel L. Duke PRO-CON CHART 5          Should the person who helps teachers to improve instruction also evaluate their performance? CASE STUDY 5    A principal works for inclusion                 PART SIX:             CURRICULUM AND POLICY CHAPTER 30        EDUCATIONAL DEMOGRAPHICS: WHAT TEACHERS SHOULD KNOW, Harold Hodgkinson CHAPTER 31        BEYOND STANDARDIZATION: POWERFUL NEW PRINCIPLES FOR IMPROVEMENT, Andy Hargreaves and Dennis Shirley CHAPTER 32        DICHOTOMIZING EDUCATIONAL REFORM, Carl D. Glickman CHAPTER 33        ASSESSMENT FOR LEARNING AROUND THE WORLD: WHAT WOULD IT MEAN TO BE INTERNATIONALLY COMPETITIVE?, Linda Darling-Hammond and Laura McCloskey CHAPTER 34        THE PERENNIAL REFORM: FIXING SCHOOL TIME, Larry Cuban CHAPTER 35        POVERTY, GLOBAL INEQUALITY, AND INSTABILITY, Allan C. Ornstein and Jason Ornstein PRO-CON CHART 6          Should parent voice be a major consideration in determining where students attend school? CASE STUDY 6    School board debates bilingual education program   CREDITS NAME INDEX SUBJECT INDEX