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Curriculum Development : A Guide to Practice,9780131716889
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Curriculum Development : A Guide to Practice

by ;
Edition:
8th
ISBN13:

9780131716889

ISBN10:
0131716883
Format:
Paperback
Pub. Date:
1/1/2011
Publisher(s):
Pearson College Div
List Price: $125.33
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Summary

A "standard" in curriculum books, Wiles/BondiCurriculum Developmentcontinues the historic strength of the bookhistory, philosophy, and foundations of curriculum developmentand addresses new trends in curriculum development resulting from standards and emerging technologies. This respected author team examines how technology and standards-based education are impacting the future directions of education and discusses how to preserve historic school values while responding to current educational trends. This edition features a new applications chapter complete with time-tested activities and problems designed to engage readers and prepare them for the curriculum issues of the 21 st century.

Table of Contents

New Challenges, New Opportunities
1(34)
Defining Curriculum
2(3)
Structure in Curriculum Development
5(4)
History and Curriculum: Three Eras
9(9)
The Evolutionary Era
10(2)
The Modern Era
12(3)
The Postmodern Era
15(3)
Foundations of Curriculum Planning
18(11)
Social Forces
18(4)
Treatment of Knowledge
22(3)
Human Growth and Development
25(2)
Learning as a Process
27(1)
Technology
28(1)
A New Age of Curriculum
29(1)
The New Information Technologies
30(1)
Old Issues, New Impediments
31(2)
Summary
33(1)
Additional Reading
33(2)
Philosophy and Curriculum Design
35(38)
The Search for a Philosophical Attitude
37(1)
Critical Questions to Be Answered
38(2)
The Struggle to Be a Decisive Leader
40(1)
Determinants of an Educational Philosophy
41(1)
Five Educational Philosophies
42(3)
Perennialism
42(2)
Idealism
44(1)
Realism
44(1)
Experimentalism
44(1)
Existentialism
45(1)
Philosophy Preference Assessment
45(1)
Philosophies as Found in Schools
45(26)
The Learning Environment
47(10)
Programs of Study
57(6)
Instructional Orientation
63(3)
Administrative Conditions
66(3)
Roles of Participants
69(1)
School Assessment
70(1)
School Philosophies and Curriculum Design
71(1)
Summary
72(1)
Additional Reading
72(1)
Managing Curriculum Development
73(62)
Establishing the Philosophy
74(2)
Formulating Goals
76(2)
Classifying Goals and Objectives
78(2)
Using Objectives to Order Learning
80(4)
Specifying Behavioral Objectives
84(2)
Develop Scientific Observation and Description Skills
86(1)
Develop Scientific Hypothesis Formation Skills
86(1)
Understand the Content and Concepts of Advanced Science
86(1)
Assessing Needs: Focusing for Results
86(10)
General Information
86(2)
General Population Characteristics
88(1)
School Population Characteristics
88(1)
Programs and Course Offerings in the District
89(2)
Professional Staff
91(1)
Data for Instructional Planning: Instructional Patterns and Strategies
91(1)
Data for Instructional Planning: Student Data
92(3)
Data for Instructional Planning: Facilities
95(1)
How Districts Improve Programs
96(1)
Comprehensive Planning
97(3)
Curriculum Management Plans
100(34)
Analysis Stage
101(8)
Design Stage
109(6)
Plan for Establishing a Kindergarten
115(3)
Implementation Stage
118(4)
Evaluation Stage
122(12)
Summary
134(1)
Additional Reading
134(1)
New World of Standards-Based Curriculum
135(40)
Origins of Standards
135(2)
Previous Reform Efforts
137(2)
The Latest Reforms
139(4)
Standards-Based Education
143(7)
How Standards Work in Schools
150(12)
Goals
157(3)
Managing Standards-Based Programs
160(2)
The Role of Technology
162(1)
Rebalancing Standards-Based Curriculums
162(8)
Nurture of Intellectual Competence
164(1)
Transfer of Knowledge
164(1)
Acceptance of Multiple Intelligences
165(1)
Understanding Learning Styles
166(1)
Curriculum Differentiation
167(1)
Cooperative Learning
168(1)
Interdisciplinary Learning
169(1)
Problem-Based Learning
169(1)
Mentoring
169(1)
Service Learning
170(1)
A Warning
170(3)
Summary
173(1)
Additional Reading
173(2)
Curriculum Development in the Classroom
175(18)
The Traditional Relationship
175(6)
Two Levels of Classroom Planning
181(5)
Choices: Learning Theory
183(3)
Teaching With a Cognitive Focus
186(1)
Interaction Patterns in the Classroom
187(1)
Integrative Curriculum in Standards-Based Schools
187(1)
Collaborative Leadership in Curriculum
188(1)
Teachers as Leaders
189(1)
Providing Leadership: Specific Acts
190(1)
Summary
191(1)
Additional Reading
191(2)
Elemiddle School Programs and Issues
193(74)
The Pre-K-5 Elementary School Program
194(3)
Basis of the Elementary School Curriculum
197(3)
Elementary School History
198(1)
Expansion and Continued Reforms of Elementary Schools
199(1)
Organizing the Curriculum
200(5)
Individualizing Instruction in the Elementary Grades
201(2)
Whole Language Versus Phonics: A Continuing Debate
203(2)
Selection of Content
205(7)
Determining Appropriate Elementary School Curriculum Content
206(1)
Language Arts
206(2)
Mathematics
208(1)
Science
209(1)
Social Studies
209(1)
Geography
210(1)
Health and Physical Education
211(1)
The Arts
212(1)
Holistic Approaches to Curriculum
212(1)
Diverse Needs of Children
213(10)
Children with Attention Deficit Disorder
213(1)
Children From Impoverished Families
213(1)
Children From Different Cultures
214(1)
Children With Disabilities
214(4)
Gifted Students
218(2)
Other Students With Needs
220(1)
Early Intervention
221(1)
Child-Care Programs
222(1)
Integrated Instructional Systems
222(1)
Learning Styles and Systems
223(1)
Cooperative Learning
223(1)
Grade-Level Retention
223(1)
Organization and Grouping in the Elementary School
224(2)
Vertical and Horizontal Organizational Patterns of Students and School Staff
224(2)
Elementary Grouping Strategies
226(1)
Influence of the Middle School on Elementary Curricula
226(2)
Trends in Elementary Education: Determining What Works
228(3)
The Middle School: Struggling to Survive
231(1)
The Middle School: A Historical Perspective
232(2)
Functions of the Middle School
234(1)
Establishing an Identity for the Middle School
235(1)
The Middle School Student
236(5)
The Middle School Teacher
241(1)
Managing Middle School Programs
242(8)
The Middle School Program: Overview
244(1)
Balance in the Middle School Program
245(2)
Advisory Programs
247(1)
Physical Education Programs
248(1)
Intramural Programs
249(1)
Exploratory Programs
249(1)
Special Programs
250(1)
Programs for Students With Special Needs
250(1)
Guidance
250(1)
Organizing for Instruction in the Middle School
250(6)
Alternative Scheduling Models
253(1)
In-Service Programs
254(2)
Comprehensive Planning for Middle Schools: A Review
256(7)
Analysis
256(1)
Involvement
256(1)
Commitment
257(1)
Funding
257(1)
Resources
258(1)
Personnel
258(1)
Detailed Planning
258(1)
Role of Technology
259(1)
Evaluating the Middle School
259(4)
New Standards for the Middle School
263(1)
The Middle School as a Part of the Total Curriculum
264(1)
Globalizing the Curriculum
264(1)
Summary
265(1)
Additional Reading
266(1)
Secondary School and Beyond
267(30)
Historical Development of the Secondary School
267(2)
Reform Movements in Secondary Education
269(6)
Recent Changes in the Secondary School
275(2)
The Changing Curriculum of the Secondary School
277(6)
Third International Mathematics and Science Study (TIMSS)
277(3)
Magnet and Alternative Schools and Programs
280(1)
Advanced Placement/International Baccalaureate Programs
281(1)
Comprehensive School Designs
282(1)
The Promise of Technology at the Secondary Level
282(1)
Organizational Practices in the Secondary School
283(6)
Year-Round Schooling
284(1)
Block Scheduling
285(4)
Future Directions for the Secondary School
289(1)
A Changing Country in a Changing World
290(3)
Improving Teacher Quality
293(1)
A Closing Note
293(1)
Summary
294(1)
Additional Reading
295(2)
Technology, Curriculum, and the Future
297(30)
Understanding and Responding
299(5)
Getting Started
304(1)
What Our Schools Are Doing
305(2)
Projections
307(6)
Decline, Attack, and Defection
313(5)
Homeschooling
318(1)
How Public Education Is Responding
319(1)
Putting All This in Perspective
320(5)
Traditional Views of Education
323(1)
Progressive, Radical, and Postmodern Views of Education
323(2)
Issues for Curriculum Specialists
325(1)
Summary
325(1)
Additional Reading
325(2)
Applications and Activities
327(14)
New Challenges, New Opportunities
327(2)
Philosophy and Curriculum Design
329(4)
What Is Your Philosophy?
329(1)
Scoring Steps
329(4)
Managing Curriculum Development
333(2)
New World of Standards-Based Curriculum
335(1)
Curriculum Development in the Classroom
335(1)
Elemiddle School Programs and Issues
336(1)
Secondary School and Beyond
337(1)
Technology, Curriculum, and the Future
338(3)
Appendixes
341(6)
Training Paradigm for Curriculum Developers
342(1)
Partial Listing of Organizations and Associations Affecting United States Education
343(4)
Glossary 347(4)
References 351(6)
Name Index 357(2)
Subject Index 359


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