Curriculum: Foundations, Principles, and Issues: International Edition
Autor Allan C. Ornstein, Francis P. Hunkins, Emeritusen Limba Engleză Paperback – 7 aug 2008
Preț: 559.25 lei
Preț vechi: 642.82 lei
-13% Nou
Puncte Express: 839
Preț estimativ în valută:
107.04€ • 111.56$ • 89.11£
107.04€ • 111.56$ • 89.11£
Carte indisponibilă temporar
Doresc să fiu notificat când acest titlu va fi disponibil:
Se trimite...
Preluare comenzi: 021 569.72.76
Specificații
ISBN-13: 9780205631674
ISBN-10: 0205631673
Pagini: 360
Dimensiuni: 203 x 254 mm
Greutate: 0.62 kg
Ediția:5Nouă
Editura: Pearson Education
Colecția Pearson Education
Locul publicării:Upper Saddle River, United States
ISBN-10: 0205631673
Pagini: 360
Dimensiuni: 203 x 254 mm
Greutate: 0.62 kg
Ediția:5Nouă
Editura: Pearson Education
Colecția Pearson Education
Locul publicării:Upper Saddle River, United States
Cuprins
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
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
Textul de pe ultima copertă
Curriculum: Foundations, Principles, and Issues, continues the tradition of this popular book by providing comprehensive treatment of the curriculum field: foundations as well as the principles and procedures for conceptualizing, developing, implementing, and evaluating curriculum. Edited for a more concise presentation of material, it retains its solid coverage of the philosophical, historical, psychological, and social foundations of curriculum. The Fifth Edition has also been updated to include the most current research and thinking in curriculum including discussion of both technical and non-technical models of curriculum development and how these models might be utilized in a changing and emerging curriculum environment.
NEW TO THIS EDITION:
NEW TO THIS EDITION:
- Updated to include the most current research and thinking in curriculum.
- Explore the connections between curriculum theory and practice through integration ofkey curriculum theories. Previously found in the Curriculum Theory chapter, this material is now included throughout the chapters in Part II.
- Step through the curriculum process from start to finish in a new chapter organization located in Part II, Principles of Curriculum: Curriculum Design first, followed by Curriculum Development, then Curriculum Implementation, and finally Curriculum Evaluation.
- Prepare for today's standards-based curriculum environment in the Curriculum Development chapter (Ch.7), which integrates the Aims, Goals, and Objectiveschapter found in the previous edition.
- The authors have carefully revised each page for clarity and streamlined content for an optimal learning experience.
- Curriculum Tips give practical meaning to the research and insights into the curriculum process.
- Focusing Questions set the stage for the main ideas in the chapter.
- Overview Tables provide summaries of major concepts and principles.
Caracteristici
- “Curriculum Tips” give practical meaning to the research and insights into the curriculum process.
- “Focusing Questions" orient the reader and set the stage for the main ideas in the chapter.
- “Overview Tables” provide summaries of the major concepts and principles conveyed in the chapter.
Caracteristici noi
- Making an even greater connection between curriculum theory and practice the authors have integrated key content from the Curriculum Theory chapter, previously found in Part I, into Part II chapters on the curriculum process were appropriate.
- New chapter organization in Part II: Principles of Curriculum now steps readers through the curriculum process from start to finish -- Curriculum Design first, followed by Curriculum Development, Curriculum Implementation, and finally Curriculum Evaluation.
- Preparing readers for today's standards-based curriculum environment the Aims, Goals, and Objectives chapter found in the previous edition has been integrated in the Curriculum Development chapter (Ch.7) in this edition.
- The authors have carefully revised each page for clarity and streamlined content for an optimal learning experience.