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This comprehensive book offers thorough coverage of K-12 curriculum philosophy, curriculum planning, instruction, and curriculum design. Unlike other books in this area,Curriculum Development offers separate chapters on developing curriculum in the elementary, middle, and secondary schools. A three-part organization covers the changing nature of curriculum, the essential elements of curriculum, and instructional concerns. For teachers and administrators in elementary, middle, and secondary schools.
Jon Wiles is a professor of education at the University of North Florida at Jacksonville.
Table of Contents
PART I The Changing Nature of Curriculum
Curriculum in an Age of Technology
Curriculum in the New Era
PART II The Essential Elements of Curriculum
The Role of Philosophy in Curriculum Planning
Basic Tasks of Curriculum Development
Curriculum Management Planning
PART III Instructional Concerns
Instruction in a Technological Era
Elementary School Programs and Issues
Middle School Programs and Issues
Secondary School Programs and Issues
Curriculum Design Alternatives
New instructional technologies, in particular the Internet, are changing the face of American education. Still less than one decade old, this new instructional resource is redefining the field of curriculum in a number of ways. Determining the scope and sequence of planned learning experiences, for example, has become difficult. Establishing criteria for the selection of organized learning presently has little focus. Historical precedents have little or no value in guiding curriculum leaders on many occasions. In short, this specialty area of educational leadership is in transition. New to This Edition The sixth edition of this text deviates from previous editions by focusing on the future of education rather than historical precedent. Chapters 1 and 6 address the impact of the new technologies on curriculum development in schools and provide educational leaders with new paradigms for understanding the changes that are occurring as we enter the twenty-first century. In the past several years, teaching and learning in schools have shifted from the traditional construct of the teacher as the center of learning to a new model focused on the student as the critical ingredient in the classroom. This shift has major implications for both learning theory and instruction. We believe that this change also may be viewed as an opportunity to fulfill the century-old goal of progressive education to individualize instruction for all students. In this edition we present curriculum development as a process of selecting from many options available to planners. In Chapter 6, eight curriculum designs are proffered that may shape future Internet-assisted lessons. The "new textbook" is discussed, and sample lessons are provided. Also new in this edition are updates on model schools in the United States, links to the latest resources relating to curriculum development, new readings, and updated learning activities at the conclusion of each chapter. Acknowledgments We are grateful to the following reviewers for their helpful suggestions in the development of this manuscript: Muhammad Betz, Southeastern Oklahoma State University; Bonnie M. Beyer, University of Michigan, Dearborn; Carrine Bishop, Jackson State University; Cynthia G. Kruger, University of Massachusetts, Dartmouth; and Kay W Terry, Western Kentucky University. We also remain indebted to our editor, Debbie Stollenwerk, for her helpful assistance in the renewal of this long-running text. Joseph Bondi