Each chapter includes “Focus Questions,” “Teachers' Voices — Putting Theory into Practice,” and “Learning Activities.”
I. BASES AND CRITERIA FOR THE CURRICULUM.
1. Goals and Values.
Definitions of Curriculum.
Bases of the Curriculum.
Values in Curriculum Planning.
Criterion Questions — Goals and Values.
Nel Noddings, A Morally Defensible Mission for Schools in the 21st Century.
William H. Schubert, Perspectives on Four Curriculum Traditions.
Robert M. Hutchins, The Organization and Subject-Matter of General Education.
William C. Bagley, The Case for Essentialism in Education.
William Heard Kilpatrick, The Case for Progressivism in Education.
Theodore Brameld, A Cross-Cutting Approach to the Curriculum:
The Moving Wheel.
John Dewey, Traditional versus Progressive Education.
Carol Ann Perks, The Pot of Goals.
2. Social Forces: Present and Future.
Curriculum and the Challenge of the Future.
Criterion Questions — Social Forces.
R. G. Des Dixon, Future Schools and How to Get There from Here.
Martin Carnoy, The Changing World of Work in the Information Age.
Seymour Fersh, Through the Cultural Looking Glass…
Paul Bohannan, Our Two-Story Culture.
Michael W. Apple, Remembering Capital: On the Connection between French Fries and Education.
Joy G. Dryfoos, Full-Service Schools.
Charles M. Ellenbogen, Introducing Censorship: One Teacher's Approach.
3. Human Development.
Theories of Human Development.
Criterion Questions — Human Development.
Ashley Montagu, My Idea of Education.
David Elkind, Developmentally Appropriate Practice: Philosophical and Practical Implications.
David A. Hamburg, Toward a Strategy for Healthy Adolescent Development.
Midcentury White House Conference on Children and Youth, Erik Erikson's Developmental Stages: A Healthy Personality for Every Child.
The Cognitive-Developmental Approach to Moral Education.
Carol Gilligan, Woman's Place in Man's Life Cycle.
James P. Comer, Organize Schools around Child Development.
Richard Isenberg, Walkabout in Sixth Grade.
4. Learning and Learning Styles.
Behavioral Learning Theories.
Cognitive Learning Theories.
Criterion Questions — Learning and Learning Styles.
Clifford K. Madsen, An Analysis of Behavior Modification.
Gary D. Kruse, Cognitive Science and Its Implications for Education.
John T. Bruer, Let's Put Brain Science on the Back Burner.
Ronald Hyman and Barbara Rosoff, Matching Learning Styles and Teaching Styles.
Cynthia B. Dillard and Dionne A. Blue, Learning Styles from a Multicultural Perspective: The Case for Culturally Engaged Education.
Howard Gardner, Probing More Deeply into the Theory of Multiple Intelligences.
June Hodgin and Caaren Wooliscroft, Eric Learns to Read: Learning Styles at Work.
5. The Nature of Knowledge.
Perspectives on Knowledge.
Criterion Questions — The Nature of Knowledge.
Jerome S. Bruner, Structures in Learning.
John Dewey, Progressive Organization of Subject Matter.
James A. Beane, Curriculum Integration and the Disciplines of Knowledge.
Nita H. Barbour, Can We Prepackage Thinking?
Maxine Greene, Art and Imagination: Reclaiming the Sense of Possibility.
Elliot W. Eisner, Cognition and Representation: A Way to Pursue the American Dream?
James A. Banks, Multicultural Education and Curriculum Transformation.
Dennis McFaden, Barbara A. Nelson, and Chip M. Randall, Redesigning the Model: A Successfully Integrated Approach to Teaching and Learning.
6. Curriculum Criteria.
Other Significant Curriculum Criteria.
John Dewey, The Sources of a Science of Education.
Henry A. Giroux, Teachers, Public Life, and Curriculum Reform.
Maxine Greene, Diversity and Inclusion: Toward a Curriculum for Human Beings.
Glen Hass, Who Should Plan the Curriculum?
Forrest W. Parkay, Perspectives on Curriculum Criteria: Past and Present.
Roy Romer, Today Standards — Tomorrow Success.
Daniel Tanner, Standards, Standards: High and Low.
Gregory Shafer, Nostalgia and Back to Basics.
II. THE CURRICULUM.
7. Education for Children.
Early Childhood Programs.
Goals for Childhood Education.
Suzanne Lowell Krogh, Weaving the Web.
Lilian G. Katz and Sylvia C. Chard,
The Reggio Emilia Approach.
Elizabeth Jones, Playing Is My Job.
Gerald W. Bracey, What's Ahead in Elementary Education?
David Elkind, Early Childhood Education: What Should We Expect?
Gisela Ernst-Slavit, Kerri J. Wegner, and Lana Krumweide, Preparing Children for a Global Society: Integrating Foreign Languages into the Elementary School Curriculum.
Merle Weiss Scharmann, We Are Friends When We Have Memories Together.
8. Education for Transescents and Early Adolescents.
Major Transitions and Critical Turning Points.
Curricular Goals for Transescents and Early Adolescents.
Development of the Middle School.
Carnegie Council on Adolescent Development, Educating Young Adolescents for a Changing World.
James A. Beane, The Search for a Middle School Curriculum.
Peggy A. Grant, Middle School Students and Service Learning: Developing Empowered, Informed Citizens.
Tariq T. Akmal, Teach Middle School and All This, Too? One School's Response to Standards-Based Education.
Judith A. Brough, The Teacher as Counselor: Some Practical Considerations.
Jerry Weast, Lillie Jone, Mike Priddy, Larry Allred, and Paul George, Case Study in Curriculum Implementation — Revitalizing the Middle School — The Guilford County Process.
Mary Fougere, The Educational Benefits to Middle School Students Participating in a Student/Scientist Project.
9. Education for Middle Adolescents.
Developmental Challenges of Middle Adolescence.
The Quest for Self-Identity.
Challenges to the American High School.
Development of the “Comprehensive” High School.
The Great Debate on High School Reform.
Goals for the Education of Middle Adolescents.
Joseph Murphy, Explaining “Academic Drift” in High Schools: Strategies for Improvement.
Fred M. Newmann, Can Depth Replace Coverage in the High School Curriculum?
Merrill M. Oaks, Richard Gantman, and Melvin Pedras, Technological Literacy: A 21st Century Imperative.
M. Lee Manning and Richard Saddlemire, Implementing Middle School Concepts into High Schools.
Theodore R. Sizer, New Hope for High Schools: Lessons from Reform-Minded Educators.
Nel Noddings, Rethinking the Benefits of the College-Bound Curriculum.
James P. Anderson, Barbara Floisand, David Martinez, and Daimar P. Robinson, Case Study: Curriculum Implementation — Horizonte — Where Students Come First.
Susan McCray, Making the Circle Bigger: A Journey in the South Bronx.
10. Education for Late Adolescents and Adults.
Developmental Challenges of Late Adolescence and Adulthood.
Higher Education Enrollments.
Four-Year Colleges and Universities.
Meeting the Needs of Nontraditional Students.
Higher Education and the Future.
Ernest L. Boyer, Connectedness through Liberal Education.
Diane Ravitch, Multiculturalism Yes, Particularism, No.
Ella Inglebret and D. Michael Pavel, Curriculum Planning and Development for American Indians and Alaska Natives in Higher Education.
Gershon Vincow, The Student-Centered Research University.
John Tagg, The Decline of the Knowledge Factory.
Richard L. Rubenstein, The University in the Twenty-First Century.
Peter Gold, Case Study: Curriculum Implementation — Faculty Collaboration for a New Curriculum.
Leonor Xochitl Perez and Anna Marie Christiansen, How Critical Are Our Pedagogies? Privileging the Discourse of Lived Experience in the Community College Classroom.