Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
Purchase Benefits
What is included with this book?
Peter F. Oliva, formerly professor and chairperson at Southern Illinois University, Florida International University, and Georgia Southern University, is author of numerous articles in education journals and several textbooks and is co-author of Supervision for Today’s Schools, now in its 8th ed. He has served as a high school teacher, guidance counselor, and as a professor of education at the University of Florida, University of Mississippi, Indiana State University, and the University of Hawaii. He has taught summer sessions at Portland State College (Oregon), Miami University (Ohio), and Western Michigan University. He has also served as part-time instructor supervising interns at the University of Central Florida. He has traveled extensively on educational and/or governmental programs in Europe, the Middle East, and Latin America. Developing the Curriculum has been translated into Mandarin, Vietnamese, and Korean.
William R. Gordon II has served as a teacher and administrator in Orange County Florida Public Schools for the past twenty-seven years. He began his administrative career at University High School twenty years ago as a founding member of the school. Additionally, he was an assistant principal at Glenridge Middle School, Metro West Elementary School, and Bonneville Elementary School before becoming principal at Killarney Elementary School. He then moved to the principalship of Winter Park High School. Under his eleven-year tenure at Winter Park High School the school was consistently named by the State of Florida as a “High-Performing School” due to the school’s rigorous curriculum and outstanding student achievement. Also, U.S. News and World Report repeatedly ranked Winter Park High School in the top one percent of high schools in the nation. He currently serves as the Executive Area Director for the East Learning Community where he is responsible for managing thirty-eight K-12 public schools.
The Curriculum: Theoretical Dimensions | p. 1 |
Curriculum and Instruction Defined | p. 2 |
Conceptions of Curriculum | p. 2 |
Relationships Between Curriculum and Instruction | p. 7 |
Curriculum as a Discipline | p. 10 |
Curriculum Specialists | p. 13 |
Summary | p. 15 |
Questions for Discussion | p. 16 |
Exercises | p. 16 |
Website | p. 16 |
Endnotes | p. 16 |
Principles Of Curriculum Development | p. 18 |
Clarification of Terms | p. 18 |
Types of Curriculum Developers | p. 19 |
Sources of Curriculum Principles | p. 20 |
Types of Principles | p. 21 |
Ten Axioms | p. 22 |
Summary | p. 32 |
Questions for Discussion | p. 32 |
Exercises | p. 33 |
Website | p. 33 |
Endnotes | p. 33 |
Curriculum Development: Role of School Personnel | p. 35 |
Currriculam Planning: A Multilevel, Multisector Process | p. 36 |
Illustrations of Curriculum Decisions | p. 36 |
Levels of Planning | p. 38 |
Sectors of Planning | p. 40 |
Curriculum Efforts at the Various Levels | p. 41 |
Sectors Beyond the State | p. 56 |
Summary | p. 64 |
Questions for Discussion | p. 64 |
Exercises | p. 65 |
Organizations | p. 65 |
Websites | p. 65 |
Endnotes | p. 66 |
Currriculam Planning: The Human Dimension | p. 68 |
The School as a Unique Blend | p. 68 |
The Cast of Players | p. 71 |
The Curriculum Leader and Group Process | p. 80 |
Summary | p. 99 |
Questions for Discussion | p. 99 |
Exercises | p. 100 |
Websites | p. 100 |
Endnotes | p. 100 |
Curriculum Development: Components of the Process | p. 103 |
Models For Curriculum Development | p. 104 |
Selecting Models | p. 104 |
Models of Curriculum Development | p. 106 |
Summary | p. 116 |
Questions for Discussion | p. 116 |
Exercises | p. 117 |
Websites | p. 117 |
Endnotes | p. 117 |
Philosophy and Aims of Education | p. 118 |
Using the Proposed Model | p. 118 |
Aims of Education | p. 119 |
Philosophies of Education | p. 128 |
Formulating a Philosophy | p. 140 |
Examples of Educational Philosophies | p. 141 |
Summary | p. 144 |
Questions for Discussion | p. 145 |
Exercises | p. 145 |
Websites | p. 145 |
Multimedia | p. 145 |
Endnotes | p. 145 |
Data-Driven Decision Making | p. 149 |
Our Ever-Changing World | p. 149 |
Categories of Needs | p. 151 |
A Classification Scheme | p. 151 |
Needs of Students: Levels | p. 153 |
Needs of Students: Types | p. 154 |
Needs of Society: Levels | p. 156 |
Needs of Society: Types | p. 160 |
Needs Derived from the Subject Matter | p. 163 |
Conducting a Needs Assessment | p. 165 |
Steps in the Needs Assessment Process | p. 168 |
Summary | p. 169 |
Questions for Discussion | p. 169 |
Exercises | p. 170 |
Websites | p. 170 |
Endnotes | p. 170 |
Curriculam Goals, Objectives, and Products | p. 172 |
Hierarchy of Outcomes | p. 172 |
Defining Goals and Objectives | p. 175 |
Locus of Curriculum Goals and Objectives | p. 176 |
State Curriculum Goals | p. 178 |
School-District Curriculum Goals | p. 179 |
Individual School Curriculum Goals and Objectives | p. 180 |
Constructing Statements of Curriculum Goals | p. 180 |
Constructing Statements of Curriculum Objectives | p. 181 |
Validating and Determining Priority of Goals and Objectives | p. 182 |
Tangible Products | p. 184 |
Curriculum Guides, Courses of Study, and Syllabi | p. 185 |
Resource Unit | p. 189 |
Sources of Curriculum Materials | p. 193 |
Summary | p. 194 |
Questions for Discussion | p. 194 |
Exercises | p. 194 |
Websites | p. 195 |
Multimedia | p. 95 |
Endnotes | p. 195 |
Organizing and Implementing The Curriculam | p. 197 |
Necessary Decisions | p. 197 |
K-12 Systems, Structures, Programs, and Practices | p. 199 |
The Elementary School | p. 200 |
The Schools for Young Adolescents | p. 207 |
The Senior High School | p. 214 |
Concurrent Programs and Practices | p. 228 |
The Call to Reform | p. 232 |
Summary | p. 238 |
Questions for Discussion | p. 239 |
Exercises | p. 239 |
ASCD Smartbrief | p. 239 |
Journalsl/Newpapers | |
Reports | p. 239 |
Websites | p. 240 |
Multimedia | p. 240 |
Endnotes | p. 240 |
Instructional Goals and Objectives | p. 246 |
Planning for Instruction | p. 246 |
Instructional Goals and Objectives Defined | p. 248 |
The Use of Behavioral Objectives | p. 249 |
Guidelines for Preparing Instructional Goals and Objectives | p. 252 |
Classification Systems | p. 256 |
Rules for Writing | p. 259 |
Validating and Determining Priority of Instructional Goals and Objectives | p. 263 |
Summary | p. 264 |
Questions for Discussion | p. 265 |
Exercises | p. 265 |
Website | p. 265 |
Multimedia265 | |
Endnotes | p. 265 |
Selecting and Implementing Strategies of Instruction | p. 268 |
Deciding on Instructional Strategies | p. 268 |
Sources of Strategies | p. 270 |
Styles of Teaching | p. 274 |
Styles of Learning | p. 275 |
Models of Teaching | p. 277 |
Teaching Skills | p. 279 |
Teaching: Art or Science? | p. 281 |
Organizing for Instruction | p. 281 |
Presentation of Instruction | p. 287 |
Individualized Versus Group Instruction | p. 288 |
Summary | p. 291 |
Questions for Discussion | p. 291 |
Exercises | p. 291 |
Websites | p. 292 |
Multimedia | p. 292 |
Podcast | p. 292 |
Endnotes | p. 292 |
Evaluevating Instruction | p. 295 |
Assessing Instruction | p. 295 |
An Era of Assessment | p. 297 |
Stages of Planning for Evaluation | p. 299 |
Norm-Referenced Measurement and Criterion-Referenced Measurement | p. 301 |
Evaluation in Three Domains | p. 303 |
Performance-Based Assessment | p. 308 |
Assessment Initiatives from Beyond the Classroom | p. 310 |
Summary | p. 316 |
Questions for Discussion | p. 317 |
Exercises | p. 317 |
Action Tool | p. 317 |
Professional | |
Inquiry Kits | p. 317 |
Websites | p. 318 |
Multimedia | p. 318 |
Endnotes | p. 318 |
Evaluvating the Curricullam | p. 321 |
Purposes and Problems of Curriculum Evaluation | p. 321 |
Delimiting Evaluation | p. 324 |
Evaluation Models | p. 326 |
Eight Concepts of Curriculum Construction | p. 327 |
Comprehensive Model | p. 344 |
The Curriculum Model with Types of Evaluation | p. 350 |
Standards for Evaluation | p. 351 |
Summary | p. 352 |
Questions for Discussion | p. 353 |
Exercises | p. 353 |
Websites | p. 354 |
Multimedia | p. 354 |
Endnotes | p. 354 |
Curriculum Development: Technology in Curriculum and Instruction | p. 357 |
Digital Curriculam | p. 358 |
New Opportunities | p. 358 |
Changing World | p. 359 |
Current Trends | p. 362 |
Computer-Based Assessments | p. 366 |
Another Forum | p. 367 |
Digital Citizenship | p. 367 |
Summary | p. 369 |
Questions For Discussion | p. 369 |
Exercises | p. 370 |
Websites | p. 370 |
Online Resources | p. 370 |
Endnotes | p. 370 |
Curriculum Development: Issues in Curriculum Development | p. 373 |
Current Curriculum Issues | p. 374 |
Current Curriculum Issues | p. 374 |
Improvements Needed for Curriculum Reform | p. 429 |
Summary | p. 432 |
Questions For Discussion | p. 433 |
Exercises | p. 433 |
Endnotes | p. 433 |
Appendix Resources for Further Research | p. 443 |
Bibliography | p. 448 |
Credits | p. 489 |
Name Index | p. 491 |
Subject Index | p. 495 |
Table of Contents provided by Ingram. All Rights Reserved. |
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 access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.