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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
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
|The Teacher and the Curriculum||p. 1|
|Ambivalent Feelings About Curriculum Work||p. 2|
|Finding Time and Resources for Curriculum Work||p. 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 Work||p. 9|
|For Further Inquiry||p. 11|
|The Aims of Education||p. 12|
|Aims as Ideals||p. 13|
|Progressive and Traditional Perspectives on Curriculum||p. 18|
|Curriculum Theory||p. 24|
|For Further Inquiry||p. 24|
|General Education||p. 26|
|Teaching the Basics||p. 27|
|Historical Precedents||p. 28|
|Relating School to Life||p. 32|
|In Search of the Best Curriculum for General Education||p. 34|
|The Value of Different Perspectives||p. 37|
|For Further Inquiry||p. 39|
|Conceptualizing Curriculum Phenomena||p. 41|
|Knowledge in Use||p. 43|
|Conceptualizing the Instructional Process||p. 45|
|The Structure of Subjects||p. 48|
|Meaningful Learning Experiences||p. 49|
|Program Conceptualization||p. 50|
|For Further Inquiry||p. 54|
|Procedures for Curriculum Making||p. 55|
|Sources of Curriculum Making||p. 55|
|The Tyler Rationale||p. 57|
|Schwab's Practical and Eclectic Approach||p. 61|
|Freire's Emancipation Approach||p. 63|
|The Politics of Curriculum Making||p. 66|
|For Further Inquiry||p. 67|
|Explaining and Critiquing Curriculum Practices||p. 69|
|A Critique of the Tyler Rationale||p. 70|
|Curriculum and Criticism of Modem Life||p. 72|
|Understanding How Curriculum Works in the Classroom||p. 73|
|Curriculum in Relation to Culture||p. 75|
|For Further Inquiry||p. 79|
|Cross-Currents of Reform||p. 80|
|The Anatomy of Reforms||p. 83|
|Reform and Incremental Change||p. 84|
|Teachers and Reform||p. 88|
|Who's in Charge of the Curriculum?||p. 90|
|The American Curriculum Influence System||p. 92|
|Is Reform a Good Thing?||p. 94|
|Reform: Pros and Cons||p. 96|
|Working with Reform||p. 97|
|Curriculum Today and Tomorrow||p. 99|
|For Further Inquiry||p. 102|
|Cases and Disputes||p. 104|
|Curriculum Change||p. 105|
|Freedom and Learning||p. 107|
|Education for Life||p. 108|
|Workforce School||p. 109|
|Individual Differences and Equality of Opportunity||p. 110|
|Mass or Class Culture?||p. 112|
|Educational Equity: Closing the Achievement Gap||p. 113|
|Go Fly a Kite||p. 115|
|Individualized Learning||p. 116|
|Grading Policies||p. 117|
|A Social Studies Curriculum||p. 118|
|To Each His Own||p. 120|
|Do Procedures Make a Difference?||p. 121|
|Teaching ˘Relevant÷ Literature||p. 122|
|The Teacher as Critic||p. 123|
|Theory and Practice||p. 125|
|One School's Philosophy of Education||p. 126|
|Whose Aims Matter?||p. 127|
|Annotated Bibliography||p. 133|
|Table of Contents provided by Ingram. All Rights Reserved.|