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Developing the Curriculum

by
Edition:
6th
ISBN13:

9780205412594

ISBN10:
0205412599
Format:
Hardcover
Pub. Date:
1/1/2005
Publisher(s):
Allyn & Bacon
List Price: $132.00
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Summary

This highly readable, practical text guides students step-by-step through the process of curriculum development, providing a solid foundation of key models and concepts. Developing the Curriculum, Sixth Edition, is full of references to classic and current curriculum writings, providing students with a synthesis of historic and contemporary principles and practices associated with creating an effective curriculum. In addition, the author introduces a model that combines curriculum and instruction and carefully explores issues and challenges at each stage. Features: bull; bull;Up-to-date coverage reflects today's best practices and current trends in current development. bull;Actual examples are interspersed throughout each chapter to reinforce major chapter content. bull;Each chapter contains objectives, Website and media references, end-of-chapter questions as well as supplementary exercises, providing students the opportunity to critically analyze and review key concepts and strategies. bull;Extensive bibliographies enable students to conduct research on chapter topics. bull;Chapter 15, Issues in Curriculum Development, provides clear and concise analyses accompanied by an easy-to-use bibliography. bull;An Appendix provides teachers with references to ERIC Clearinghouses, Regional Educational Laboratories, National Research and Development Centers, Institute of Education Sciences, and curriculum journals. Peter F. Oliva, formerly professor and chairperson at Southern Illinois University, Florida International University, and Georgia Southern University, is author of several textbooks. He has taught in high school and at the Universities of Florida, Hawaii, Mississippi, and Indiana State University.

Author Biography

Peter F. Oliva is formerly professor and chairperson at Southern Illinois University, Florida International University, and Georgia Southern University.

Table of Contents

Preface xiii
PART I The Curriculum: Theoretical Dimensions
Curriculum and Instruction Defined
1(20)
Conceptions of Curriculum
1(6)
Relationships between Curriculum and Instruction
7(3)
Curriculum as a Discipline
10(4)
Curriculum Practitioners
14(2)
Summary
16(1)
Questions for Discussion
17(1)
Supplementary Exercises
17(1)
Endnotes
18(1)
Bibliography
19(2)
Principles of Curriculum Development
21(22)
Clarification of Terms
21(2)
Types of Curriculum Developers
23(1)
Sources of Curriculum Principles
24(1)
Types of Principles
25(1)
Ten Axioms
26(12)
Summary
38(1)
Questions for Discussion
39(1)
Supplementary Exercises
39(1)
Endnotes
40(1)
Bibliography
41(2)
PART II Curriculum Development: Roles of School Personnel
Curriculum Planning: A Multilevel, Multisector Process
43(41)
Illustrations of Curriculum Decisions
43(3)
Levels of Planning
46(2)
Sectors of Planning
48(2)
Curriculum Efforts at Various Levels
50(17)
Sectors beyond the State
67(10)
Summary
77(1)
Questions for Discussion
78(1)
Supplementary Exercises
78(1)
Endnotes
79(2)
Bibliography
81(3)
Curriculum Planning: The Human Dimension
84(42)
The School as a Unique Blend
84(3)
The Cast of Players
87(11)
The Curriculum Leader and Group Process
98(22)
Summary
120(1)
Questions for Discussion
120(1)
Supplementary Exercises
121(1)
Endnotes
121(2)
Bibliography
123(3)
PART III Curriculum Development: Components of the Process
Models for Curriculum Development
126(20)
Selecting Models
126(2)
Models of Curriculum Development
128(13)
Summary
141(1)
Questions for Discussion
142(1)
Supplementary Exercises
142(1)
Endnotes
143(1)
Bibliography
144(2)
Philosophy and Aims of Education
146(41)
Using the Proposed Model
146(2)
Aims of Education
148(12)
Philosophies of Education
160(14)
Formulating a Philosophy
174(2)
Examples of Educational Philosophies
176(2)
Summary
178(1)
Questions for Discussion
179(1)
Supplementary Exercises
179(1)
Endnotes
180(2)
Bibliography
182(5)
Needs Assessment
187(30)
Categories of Needs
187(2)
A Classification Scheme
189(1)
Needs of Students: Levels
190(2)
Needs of Students: Types
192(2)
Needs of Society: Levels
194(6)
Needs of Society: Types
200(3)
Needs Derived from the Subject Matter
203(6)
Conducting a Needs Assessment
209(2)
Steps in the Needs Assessment Process
211(1)
Summary
212(1)
Questions for Discussion
212(1)
Supplementary Exercises
212(1)
Endnotes
213(2)
Bibliography
215(2)
Curriculum Goals and Objectives
217(21)
Hierachy of Outcomes
217(4)
Defining Goals and Objectives
221(1)
Locus of Curriculum Goals and Objectives
222(3)
Examples of State Curriculum Goals
225(2)
Constructing Statements of Curriculum Goals
227(3)
Constructing Statements of Curriculum Objectives
230(3)
Validating and Determining Priority of Goals and Objectives
233(1)
Summary
234(1)
Questions for Discussion
235(1)
Supplementary Exercises
235(1)
Endnotes
236(1)
Bibliography
236(2)
Organizing and Implementing the Curriculum
238(79)
Necessary Decisions
238(3)
Where We've Been: Curriculum Past
241(1)
The Elementary School
241(11)
The Junior High School
252(6)
The Senior High School
258(17)
Where We Are: Curriculum Present
275(1)
The Elementary School
275(3)
The Middle School
278(3)
The Senior High School
281(14)
Where We're Going: Curriculum Future
295(1)
The Elementary School
295(2)
The Middle School
297(2)
The Senior High School
299(2)
Looking Further Ahead
301(1)
Public and Private Enrollments
302(1)
Summary
303(1)
Questions for Discussion
304(1)
Supplementary Exercises
304(1)
Endnotes
305(5)
Bibliography
310(7)
Instructional Goals and Objectives
317(26)
Planning for Instruction
317(3)
Instructional Goals and Objectives Defined
320(1)
The Use of Behavioral Objectives
321(3)
Guidelines for Preparing Instructional Goals and Objectives
324(4)
Taxonomic Levels
328(4)
Rules for Writing
332(5)
Validating and Determining Priority of Instructional Goals and Objectives
337(1)
Summary
337(1)
Questions for Discussion
338(1)
Supplementary Exercises
338(1)
Endnotes
339(1)
Bibliography
340(3)
Selecting and Implementing Strategies of Instruction
343(37)
Deciding on Instructional Strategies
343(2)
Sources of Strategies
345(5)
Styles of Teaching
350(2)
Styles of Learning
352(2)
Models of Teaching
354(2)
Teaching Skills
356(2)
Teaching: Art or Science?
358(2)
Organizing for Instruction
360(4)
Presentation of Instruction
364(2)
Individualized Versus Group Instruction
366(4)
Summary
370(1)
Questions for Discussion
371(1)
Supplementary Exercises
371(2)
Endnotes
373(1)
Bibliography
374(6)
Evaluating Instruction
380(36)
Assessing Instruction
380(3)
An Era of Assessment
383(2)
Stages of Planning for Evaluation
385(3)
Norm-Referenced Measurement and Criterion-Referenced Measurement
388(2)
Evaluation in Three Domains
390(5)
Other Means of Evaluation
395(3)
Assessment Initiatives from beyond the Classroom
398(7)
Summary
405(1)
Questions for Discussion
406(1)
Supplementary Exercises
406(1)
Endnotes
407(3)
Bibliography
410(6)
Evaluating the Curriculum
416(51)
Purposes and Problems of Curriculum Evaluation
416(4)
Delimiting Evaluation
420(2)
Evaluation Models
422(3)
Eight Concepts of Curriculum Construction
425(19)
Comprehensive Models
444(11)
The Curriculum Model with Types of Evaluation
455(2)
Standards for Evaluation
457(1)
Summary
457(2)
Questions for Discussion
459(1)
Supplementary Exercises
459(2)
Endnotes
461(2)
Bibliography
463(4)
PART IV Curriculum Development: Products and Issues
Curriculum Products
467(13)
Tangible Products
467(1)
Curriculum Guides, Courses of Study, and Syllabi
468(6)
Resource Unit
474(1)
Sources of Curriculum Materials
474(3)
Summary
477(1)
Questions for Discussion
478(1)
Supplementary Exercises
478(1)
Endnotes
479(1)
Bibliography
479(1)
Issues in Curriculum Development
480(99)
Current Curriculum Issues
480(74)
Improvements Needed for Curriculum Reform
554(3)
Curriculum Future---An Afterthought
557(1)
Summary
557(1)
Questions for Discussion
558(1)
Supplementary Exercises
558(1)
Endnotes
559(9)
Bibliography
568(11)
Appendix
579(4)
ERIC Clearinghouses
579(2)
Regional Educational Laboratory Network
581(1)
National Research and Development Centers
581(1)
Institute of Education Sciences
582(1)
Curriculum Journals
582(1)
Name Index 583(6)
Subject Index 589(14)
Credits 603


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