Curriculum Alternative Approaches, Ongoing Issues

by Marsh, Colin J.; Willis, George

• ISBN13: 9780131715103
• ISBN10: 0131715100
• Edition: 4th
• Format: Hardcover
• Copyright: 2006-06-01
• Publisher: Pearson

Summary

This compact, scholarly book treats creating a curriculum as an ongoingprocess, the product of which is a composite of what is intended (planned curriculum), what actually happens (enacted curriculum), and how what happens influences those involved (experienced curriculum). It proposes that desirable educational experiences arise when the interaction of these three curricula is flexible and evolving; and, therefore, the authors never advance specific, "best" practices or "most correct" answers to fundamental curriculum questions. Rather, through a finely honed discussion of essential theoretical and practical alternatives, they invite readers to develop their own points of view.Major discussions of postmodernism, autobiographical techniques, gender, and race. The book also includes coverage of recent actions by state governing agencies and boards of education and aligning curriculum with state standards.For professionals in the field of teaching.

Table of Contents

The Character of Curriculum	1	(22)
Introduction	2	(6)
Defining Curriculum	8	(8)
An Interrelated Set of Plans and Experiences	15	(1)
What Comes Next?	16	(7)
Curriculum History	23	(45)
Introduction	24	(1)
Three Focal Points for Curriculum History	25	(4)
The Nature of Subject Matter	26	(1)
The Nature of Society	27	(1)
The Nature of the Individual	28	(1)
The Colonial Era and the Early United States	29	(4)
The Harvard Curriculum	31	(1)
Franklin's Academy	31	(2)
The Nineteenth Century	33	(9)
The Common School Movement and the Expansion of the Curriculum	34	(1)
Reports of the National Education Association	35	(7)
The Twentieth Century	42	(20)
The Cardinal Principles of Secondary Education	43	(2)
Franklin Bobbitt and Activity Analysis	45	(1)
Child-Centered Pedagogy	46	(1)
The 1927 NSSE Yearbook	47	(3)
The Eight-Year Study	50	(2)
After World War II	52	(1)
Sputnik and the National Response	52	(2)
The Curriculum Reform Movement	54	(2)
A New Risk to the Nation	56	(1)
The National Commission on Excellence in Education	57	(5)
Prospects for the Twenty-First Century	62	(2)
No Child Left Behind	62	(2)
Concluding Comment	64	(4)
Approaches to Curriculum	68	(26)
Introduction	69	(1)
Approaches to Curriculum	70	(18)
Tyler's Rational-Linear Approach	72	(7)
Walker's Deliberative Approach	79	(3)
Eisner's Artistic Approach	82	(6)
Is One Approach Preferable?	88	(6)
Curriculum Theorizing	94	(52)
Introduction	95	(2)
What Is Curriculum Theorizing?	97	(5)
Curriculum Models	100	(1)
Curriculum Theorizing	100	(2)
Major Categories of Curriculum Theorizing	102	(39)
Prescriptive Theorizers: Creating the Best Curricula Possible	103	(9)
Descriptive Theorizers: Mapping the Procedures of Curriculum Development	112	(7)
Critical-Exploratory Theorizers: Understanding Curriculum in Terms of What Has Been, Is, and Might Be	119	(22)
Curriculum Theory and Theorizing Today	141	(5)
Curriculum Development and Change	146	(33)
Introduction	147	(1)
Some Important Terms	148	(3)
Curriculum Developers	148	(1)
Curriculum Change	149	(1)
Innovation	149	(1)
Diffusion and Dissemination	150	(1)
The Curriculum Continuum	151	(1)
Curriculum Development as a Planned Activity	151	(13)
Levels of Curriculum Development	153	(5)
Activities of Curriculum Developers	158	(1)
Expertise and Control of Curriculum Development	159	(1)
Site of Activities	160	(2)
Use of Products	162	(1)
Typology	162	(2)
The Process of Educational Change	164	(3)
Attributes of an Innovation	165	(1)
Contexts of Innovations	166	(1)
Change Models	167	(7)
Models External to the School	167	(3)
Models Internal to the School	170	(2)
Models Linking the External, the Internal, and the Personal	172	(2)
Principles and Guidelines	174	(1)
Concluding Comment	175	(4)
Curriculum Planning: Levels and Participants	179	(33)
Introduction	180	(1)
Planning at Different Levels	181	(3)
Policies and Programs: The Macro and Intermediate Levels	182	(1)
Lessons: The Micro Level	183	(1)
Teachers	184	(9)
Teacher Beliefs and Constructivism	185	(1)
How Teachers Plan	186	(2)
Interacting with Other Faculty	188	(1)
Site-Based Management	189	(2)
Educational Policies and Priorities of School Districts	191	(1)
Organizational Policies of Individual Schools	192	(1)
Societal Pressures	192	(1)
Principals	193	(3)
Leadership Styles of School Principals	195	(1)
Parents	196	(4)
Desirable versus Actual Practices	199	(1)
Students	200	(4)
Reasons for Student Participation	201	(2)
Reasons against Student Participation	203	(1)
External Facilitators	204	(2)
Concluding Comment	206	(6)
Curriculum Implementation	212	(37)
Introduction	213	(2)
Some Definitions and Issues	215	(2)
Influences on Implementation	217	(3)
Discovering and Describing What Happens in Implementation	220	(2)
Implementation: Student Activities and Achievements	221	(1)
Implementation: Use of Curriculum Materials	221	(1)
Implementation: Teacher Activities	222	(1)
Research on Implementation	222	(6)
Fidelity of Implementation	223	(1)
Adaptation in Implementation	224	(1)
The Continuing Debate: Fidelity of Use versus Mutual Adaptation	225	(3)
Supporting Curriculum Implementation	228	(17)
Federal and State Actions	228	(2)
Approaches to Implementation	230	(15)
Concluding Comment	245	(4)
Curriculum Evaluation and Student Assessment	249	(55)
Introduction	250	(3)
Purposes of Curriculum Evaluation	253	(9)
Why Evaluate?	255	(1)
What to Evaluate?	256	(1)
On What Basis to Evaluate?	256	(6)
Examples of Student Assessment	262	(13)
Authentic Assessment	262	(8)
Other Forms of Assessment	270	(5)
Persons Involved in Evaluations	275	(1)
Are There Uniform Standards?	275	(2)
Preparing for a Formal Evaluation	277	(1)
Evaluation Models	278	(22)
Objectives Model	281	(5)
Countenance Model	286	(4)
Illuminative Model	290	(4)
Educational Connoisseurship Model	294	(6)
Concluding Comment	300	(4)
Politics and Curriculum Decision Making	304	(35)
Introduction	306	(1)
Decision Makers and Influences on Them	307	(8)
The Decision Makers	308	(1)
Some Influential Groups	309	(5)
Levels of Influence	314	(1)
Who Initiates the Curriculum?	315	(2)
Who Determines Priorities?	317	(4)
Who Implements the Curriculum?	321	(1)
Who Is Responsible for What Happens?	322	(1)
How Power Is Applied: Some Examples	323	(6)
A Bottom-Up Approach to Curriculum Decision Making: Charter Schools as a Counterexample	327	(2)
Implications for Teachers	329	(5)
Pressures	329	(1)
Messages	330	(1)
Professionalization	331	(2)
Empowerment	333	(1)
A Final Comment on Curriculum Approaches and Issues	334	(5)
Bibliography	339	(36)
Glossary	375	(4)
Name Index	379	(8)
Subject Index	387