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Deciding What to Teach and Test : Developing, Aligning, and Leading the Curriculum

by
Edition:
3rd
ISBN13:

9781412960137

ISBN10:
1412960134
Format:
Paperback
Pub. Date:
6/7/2010
Publisher(s):
Corwin Pr
List Price: $29.81

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This is the 3rd edition with a publication date of 6/7/2010.
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  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.

Customer Reviews

Fantastic textbook  March 16, 2011
by


I wanted to say that this item was in surprisingly good condition for it being a used book. The book is very useful. The author gets right to the point with the nuts and bolts of what we do and should be doing as educators. A straight forward reference and a must for anyone who is planning to go into curriculum. With so much emphasis on standardized tests, it would be beneficial for any educator to read this textbook.






Deciding What to Teach and Test : Developing, Aligning, and Leading the Curriculum: 4 out of 5 stars based on 1 user reviews.

Summary

The issue of balancing testing, curriculum design, and teaching practices is a pressing one for today's schools. Now in its third edition, this influential textbook on developing and aligning curriculum is updated with new insights on providing effective curriculum leadership, increasing student success, and closing the achievement gap.

Addressing the fundamentals of curriculum design in the context of a standards-based environment, Fenwick W. English focuses on how administrators and teachers can best collaborate to create a high-quality curriculum for all students. This textbook gives practitioners a template for developing a curriculum whose purpose is to focus and connect the work of teachers in the system. English gives practical approaches to curriculum development and alignment.

Readers will find:

- Guidance on curriculum mapping and other user-friendly tools

- New information on differentiating teaching, learning, and assessment to meet the needs of special education students, English language learners, and others

- Additional content on addressing cultural differences in curriculum content and assessment practices

- A new chapter on the challenges educators face in their roles as curriculum leaders.

Focusing on curriculum leadership and closing the achievement gap, this influential textbook is updated with new insights on developing and aligning curriculum in a standards-based environment.

Table of Contents

Preface: America's Continuing Educational Canterbury Talesp. vii
Acknowledgmentsp. xi
About the Authorp. xiii
Introduction to the Third Editionp. 1
The Function of Curriculum in Schoolsp. 5
What is Curriculum?p. 9
Curriculum Design and Deliveryp. 11
Curriculum Coordination and Articulationp. 12
Combining Design and Delivery Issues in Schoolsp. 14
Formal, Informal, and the Hidden Curriculump. 15
Curriculum and the Cultural Arbitraryp. 18
Conventional Practices and Complaints About Curriculump. 20
The Necessary Requirements of an Imperfect Curriculump. 33
A Clarifying Model of the Critical Curricular Relationships and Termsp. 36
A Template for Curriculum Constructionp. 39
The Traditional View of Developing Curriculump. 39
Using a Needs Assessment to Develop a Curricular Frameworkp. 49
Constructing Curriculum With Gap Datap. 55
Constructing "User Friendly" Curriculum Work Plansp. 56
Moving From Curriculum Content to Work Tasksp. 60
Constructing "User Friendly" Curriculum Guidesp. 63
Essential Elements in Curriculum Guidesp. 64
Setting Content Priorities and Expressing Time Valuesp. 68
A Word About Sequence and Stressp. 73
A Recommended Curriculum Guide Formatp. 74
Aligning the Curriculump. 77
The Process of Alignment by Frontloadingp. 78
The Process of Alignment via Backloadingp. 84
How to Do Alignmentp. 97
Other Issues in the Alignment Procedurep. 103
The Challenge of Curriculum Leadership in the Teaching and Testing Nexusp. 105
Considering the Full Responsibility for Curriculum Leadershipp. 107
Who Benefits From the Perpetuation of the Cultural Capital Embraced by State Imposed Accountability Models?p. 109
Avoiding Deficit Mindsets, Models, and Cultural Marginalization of Othersp. 111
Not All Data are Valuable or Relevantp. 113
Avoiding Outmoded Management Modelsp. 119
Understanding the Drawbacks of Top-Down Supervisory Approachesp. 120
The Nexus of Curriculum Leadershipp. 122
Some Concluding Thoughtsp. 124
Glossary of Termsp. 127
Referencesp. 135
Indexp. 147
Table of Contents provided by Ingram. All Rights Reserved.


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