Curriculum Tips | |
Preface | |
The Field of Curriculum | |
Curriculum Approaches | |
Behavioral Approach | |
Managerial Approach | |
The Systems Approach | |
Academic Approach | |
Humanistic Approach | |
Reconceptualists | |
Definition of Curriculum | |
The Challenges of Definition | |
Background Issues for Defining the Field | |
Fundamental Questions | |
Foundations of Curriculum | |
Major Foundations: Philosophy, History, Psychology, and Sociology | |
Domains of Curriculum | |
Curriculum Development | |
Curriculum Design | |
Other Domains of Curriculum | |
The Planned and Unplanned Curriculum | |
Theory and Practice | |
From Theory to Practice | |
Curriculum Certification | |
The Roles of the Curriculum Worker | |
Responsibilities of the Curriculum Worker | |
The Role of the Student | |
The Teacher and the Curriculum | |
The Principal and the Curriculum | |
Conclusion | |
Foundations of Curriculum | |
Philosophical Foundations of Curriculum | |
Philosophy and Curriculum | |
Philosophy and the Curriculum Worker | |
Philosophy as a Curriculum Source | |
Major Philosophies | |
Idealism | |
Realism | |
Pragmatism | |
Existentialism | |
Educational Philosophies | |
Perennialism | |
Essentialism | |
Progressivism | |
Reconstructionism | |
Conclusion | |
Historical Foundations of Curriculum | |
The Colonial Period: 1642-1776 | |
Three Colonial Regions | |
Colonial Schools | |
Old Textbooks, Old Readers | |
The National Period: 1776-1850 | |
Rush: Science, Progress, and Free Education | |
Jefferson: Education for Citizenship | |
Webster: Schoolmaster and Cultural Nationalism | |
McGuffey: The Readers and American Virtues | |
Nineteenth-Century European Educators | |
Pestalozzi: General and Special Methods | |
Froebel: The Kindergarten Movement | |
Herbart: Moral and Intellectual Development | |
Spencer: Utilitarian and Scientific Education | |
The Rise of Universal Education: 1820-1920 | |
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