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Curriculum: Foundations, Principles, and Issues / Edition 3
     

Curriculum: Foundations, Principles, and Issues / Edition 3

5.0 1
by Allan C. Ornstein
 

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ISBN-10: 0205277020

ISBN-13: 9780205277025

Pub. Date: 10/28/1997

Publisher: Pearson

A thorough exploration of the historical, philosophical, psychological, and social context for the field of curriculum, Curriculum: Foundations, Principles, and Issues addresses the curriculum process  and issues that influence it and encourages readers to consider how new thinking impacts curriculum deliberation, development, and implementation.  A

Overview

A thorough exploration of the historical, philosophical, psychological, and social context for the field of curriculum, Curriculum: Foundations, Principles, and Issues addresses the curriculum process  and issues that influence it and encourages readers to consider how new thinking impacts curriculum deliberation, development, and implementation.  A more concise Fifth Edition provides both the student and the professor of curriculum with a comprehensive treatment of the field: curriculum foundations as well as the principles and procedures for conceptualizing, developing, implementing, and evaluating curriculum. As in previous editions, it provides solid coverage of the philosophical, historical, psychological, and social foundations of curriculum including recent research and thinking in these areas. 

Product Details

ISBN-13:
9780205277025
Publisher:
Pearson
Publication date:
10/28/1997
Edition description:
Older Edition
Pages:
432
Product dimensions:
7.31(w) x 9.60(h) x 0.99(d)

Table of Contents

Curriculum Tips

Preface

1. 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

I. FOUNDATIONS OF CURRICULUM

2. 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

3. Historical Foundations ofCurriculum

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

- Monitorial Schools

- Common Schools

- Secondary Schools

- The Academy

- The High School

The Transitional Period: 1893-1918

- Reaffirming the Traditional Curriculum

- Three Committees

- Marris and Eliot: Two Conservative Reformers

Curriculum as a Field Is Born: 1918-1949

- Bobbitt and Charters: Behaviorism and Scientific Principles

- Kilpatrick: The Progressive Influence

- The Twenty-Sixth Yearbook

- Rugg and Caswell: The Development Period

- Tyler: Basic Principles

- Goodlad: School Reform

- Current Focus

Conclusion

4. Psychological Foundations of Curriculum

Behaviorism

- Connectionism

- Thornedike’s Influence: Tyler, Taba, and Bruner

- Classical Conditioning

- Operant Conditioning

- Acquiring New Operants

Cognitive Psychology

- Cognitive Perspective

- The Montessouri Method

- The Theories of Jean Piaget

- Piaget’s Influence: Tyler, Taba, Bruner, and Kohlberg

- The Theories of Lev Vygotsky

- Focus on Thinking and Learning

Emotional Intelligence

- Constructivism

- Brain Research and Learning

- Problem Solving and Creative Learning

- Cognition and Curriculum

Phenomenology and Humanistic Psychology

- Gestalt Theory

- Maslow: Self-Actualizing Persons

- Rogers: Nondirective and Therapeutic Learning

- Phenomenology and Curriculum

Conclusion

5. Social Foundations of Curriculum

Society, Education, and Schooling

- Society and American Modal Personality

- Social and Developmental Theories

Post Modern Family

- New Family Types

- New Mores, New Customs

Sex Roles and Sex Differences

- The Feminization of Schools

- From Dick and Jane to Harry Potter

Moral Education

- Moral Conduct and Controversy

- Moral Knowledge

- Moral Character

Do Schools Make a Difference?

- The Coleman Report

- The Jencks Study

- Unaccounted Factors: Luck

- International Educational Achievement (IEA) Studies

Learning and earning: 1980s and 1990s

- Attitude, Achievement, and Family Capital

- NAEP/State Standards

- Another Option

Conclusion

II. PRINCIPLES OF CURRICULUM

6. Curriculum Design

Connecting Conceptions

Components of Design

- Sources of Curriculum Design

- Conceptual Framework: Horizontal and Vertical organization

Design Dimension Considerations

- Scope

- Sequence

- Continuity

Integration

- Articulation

- Balance

Representative Curriculum Deigns

- Subject-Centered Designs

- Learner-Centered Designs

- Problem-Centered Designs

Conclusion

7. Curriculum Development

Technical-Scientific Approach

- History of Technical-Scientific Approach

Nontechnical-Nonscientific Approach

- The Deliberation Model

Enacting Curriculum Development

- Establishing Curriculum Teams

- Enacting the Process

-- Generating Aims

-- Creating Goals

-- Creating Objectives

-- Means of Generating Aims, Goals, and Objectives

-- Guidelines for Formulating Educatinal Objectives

Taxonomic Levels

- A Totalizing Taxonomy

- Selecting Curriculum Content

- Selecting Curriculum Experiences

- Selecting Educational Environments

- The Final Synthesis

Participants in Developing Curriculum

- Political Arena Participants

- School Arena Participants

- Participants Outside the School District

- Other Participants

Conclusion

8. Curriculum Implementation

The Nature of Implementation

-Relationship of Implementation to Planning

- Incrementalism

- Communication

- Support

Implementation as a Change Process

- A Theory of Change

- Change Typologies

- Resistance to Change

- Improving Receptivity to Change

Curriculum Implementation Models

- Overcoming Resistance to Change Model

- Organizational Development Model

- Concerns-Based Adoption Model

- Organizational Parts, Units, and Loops

- Educational Change Model

Roles of the Key Players

- Students

- Teachers and Initiators

- Supervisors

- Principals as Initiators

- Curriculum Directors

- Curriculum Consultants

- Parents and Community Members

Conclusion

9. Curriculum Evaluation

The Nature and Purpose of Evaluation

- Curriculum

- Cognition

- Observation

- Interpretation

- Evaluation Questions

- Definitions of Evaluation

- Measurement versus Evaluation

Approaches to Evaluation

- Scientific and Humanistic Approaches to Evaluation

- Intrinsic and Pay-Off Evaluation

- Formative and Summative Evaluation

Scientific-Positivistic Evaluation Models

- Stake’s Congruence-Contingency Model

- Stufflebeam’s Context, Input, Process, Product Model

Humanistic and Naturalistic Evaluation Models

- Action Research

- Eisner’s Connoisseurship Evaluation Model

- Illuminative Evaluation Model

Practices and Issues of Evaluation

- Phases of Evaluation

- Alternative Assessment

- High-Stakes Assessment

- Norm-Referenced and Criterion-Referenced Measurement

- Human Issues of Evaluation

Roles Played in Evaluation

- Students

- Teachers

- Evaluators

- Consultants

- Parents and Community Members

Conclusion

III. Issues of Curriculum

10. Curriculum Issues and Trends

Reinventing Education

- Thinking Outside the Box

- Reinventing School Culture

- Charter Schools, Contract Schools

- The Push for an Enlightened World Cultures Curriculum

The Politics of Sociology of Education

- The Push for the Narrow, Bland Curriculum

- Multicultural Education

- Pedagogy as Political Process

Moral and Spiritual Education

Standards and Testing

- The Politicization of Standards and Assessment

Technology, Media, and Curriculum

- Media Control of Information

Looking Forward

- Determining. Anticipating, Generating Evolving Futures

- Swimming Against the Current

- Swimming With the Current

- Nurturing, Managing, Evolving Futures

- Citizen, Educator Participation in Dynamic Evolving Futures

- Generating Breakthroughs

Conclusion

NAME INDEX

SUBJECT INDEX

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Curriculum: Foundations, Principles, and Issues 5 out of 5 based on 0 ratings. 1 reviews.
Anonymous More than 1 year ago
it is very good