Curriculum
Pearson (Verlag)
978-0-205-59257-9 (ISBN)
- Titel erscheint in neuer Auflage
- Artikel merken
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
| Erscheint lt. Verlag | 15.9.2008 |
|---|---|
| Sprache | englisch |
| Maße | 259 x 211 mm |
| Gewicht | 837 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik |
| ISBN-10 | 0-205-59257-0 / 0205592570 |
| ISBN-13 | 978-0-205-59257-9 / 9780205592579 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
aus dem Bereich
