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Curriculum and Aims



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Teachers College Pr
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This is the 5th edition with a publication date of 6/30/2009.

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The revised Fifth Edition provides a broad perspective on the basic curriculum questions educators face regarding the purposes, content, design, and structure of educational programs. After examining aims that have been proposed by classical educational thinkers and reviewing the dominant educational debate of the 20th century between traditionalists and progressives, the authors deal with fundamental contemporary issues of curriculum theory and instructional practice. Providing realistic case studies that inspire pre-service teachers to grapple with the issues of curriculum and aims in the context of classroom situations, the new edition features: a new case study on Education and Equity: Closing the Achievement Gap and updated references to important recent ideas in a new section at the end of each chapter called For Further Inquiry

Author Biography

Decker F. Walker is Professor of Education at Stanford University and is the author of Fundamentals of Curriculum. Joans F. Soltis is William Heard Kilpatrick Professor Emeritus of Philosophy and Education at Teachers College, Columbia University.

Table of Contents

Acknowledgmentsp. vii
The Teacher and the Curriculump. 1
Ambivalent Feelings About Curriculum Workp. 2
Finding Time and Resources for Curriculum Workp. 3
Who Has the Authority to Make Curriculum Decisions?p. 4
When Is a Curriculum Change a Change for the Better?p. 6
Preparing for Curriculum Workp. 9
For Further Inquiryp. 11
The Aims of Educationp. 12
Aims as Idealsp. 13
Progressive and Traditional Perspectives on Curriculump. 18
Curriculum Theoryp. 24
For Further Inquiryp. 24
General Educationp. 26
Teaching the Basicsp. 27
Historical Precedentsp. 28
Relating School to Lifep. 32
In Search of the Best Curriculum for General Educationp. 34
The Value of Different Perspectivesp. 37
For Further Inquiryp. 39
Conceptualizing Curriculum Phenomenap. 41
Knowledge in Usep. 43
Conceptualizing the Instructional Processp. 45
The Structure of Subjectsp. 48
Meaningful Learning Experiencesp. 49
Program Conceptualizationp. 50
For Further Inquiryp. 54
Procedures for Curriculum Makingp. 55
Sources of Curriculum Makingp. 55
The Tyler Rationalep. 57
Schwab's Practical and Eclectic Approachp. 61
Freire's Emancipation Approachp. 63
The Politics of Curriculum Makingp. 66
For Further Inquiryp. 67
Explaining and Critiquing Curriculum Practicesp. 69
A Critique of the Tyler Rationalep. 70
Curriculum and Criticism of Modem Lifep. 72
Understanding How Curriculum Works in the Classroomp. 73
Curriculum in Relation to Culturep. 75
For Further Inquiryp. 79
Cross-Currents of Reformp. 80
The Anatomy of Reformsp. 83
Reform and Incremental Changep. 84
Teachers and Reformp. 88
Who's in Charge of the Curriculum?p. 90
The American Curriculum Influence Systemp. 92
Is Reform a Good Thing?p. 94
Reform: Pros and Consp. 96
Working with Reformp. 97
Curriculum Today and Tomorrowp. 99
For Further Inquiryp. 102
Cases and Disputesp. 104
Curriculum Changep. 105
Freedom and Learningp. 107
Education for Lifep. 108
Workforce Schoolp. 109
Individual Differences and Equality of Opportunityp. 110
Mass or Class Culture?p. 112
Educational Equity: Closing the Achievement Gapp. 113
Go Fly a Kitep. 115
Individualized Learningp. 116
Grading Policiesp. 117
A Social Studies Curriculump. 118
To Each His Ownp. 120
Do Procedures Make a Difference?p. 121
Teaching ˘Relevant÷ Literaturep. 122
The Teacher as Criticp. 123
Theory and Practicep. 125
One School's Philosophy of Educationp. 126
Whose Aims Matter?p. 127
Notesp. 129
Annotated Bibliographyp. 133
Table of Contents provided by Ingram. All Rights Reserved.

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