Curriculum Development: A Guide to Practice / Edition 8

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Overview

A highly regarded curriculum development text, now with a global approach and an increased focus on technology.

In this re-imagined eighth edition of the respected and seminal curriculum development textbook, seasoned authors Jon Wiles and Joseph Bondi consider the new global realities of the 21st Century by adding a unique global perspective to the process of curriculum development. Ten nations are analyzed and compared in order to better understand common threads and time-tested methods for curriculum development and management. With the aid of numerous features and activities, the text investigates curriculum development by examining value decisions made by leaders in defining education, giving readers the opportunity to learn to develop programs for a wide array of purposes.

In addition to its well-known and established focus on the historical and philosophical aspects of curriculum development, the revised eighth edition of Curriculum Development: A Guide To Practice also includes updated chapters on the impact of technology on curriculum work in schools as well as a new chapter on curriculum work in the classroom.

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Editorial Reviews

From the Publisher

"Of other curriculum texts, this one is the hallmark of historical information regarding curriculum development. It contains solid information and is easy to understand." -- Barbara Rahal, Edinboro University of Pennsylvania

"This textbook, in my judgment, is a top seller in the discipline. Therefore, it is a very good basic text for the discipline." -- Larry Cross, Governors State University

Booknews
This update of the 1998 iteration examines the changing nature of curriculum in the postmodern technological era; the basic tasks and role of philosophy in curriculum planning; and instructional concerns at primary, middle school, and secondary levels. Includes a training paradigm for curriculum developers, list of organizations and associations affecting American education, and an auxiliary website. The text was first published in 1979. Wiles is with U. of North Florida at Jacksonville. Bodi is at the U. of South Florida at Tampa. Photos of the educators are included. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9780137153305
  • Publisher: Pearson
  • Publication date: 4/2/2010
  • Series: Pearson Custom Education Series
  • Edition number: 8
  • Pages: 368
  • Product dimensions: 7.30 (w) x 9.00 (h) x 0.80 (d)

Meet the Author

Jon Wiles and Joseph Bondi have served in education in the United States for over 30 years as teachers, administrators, researchers, and trainers. As a team, Wiles and Bondi have written nine books on curriculum, supervision, administration, and change in schools. Their consulting work with various agencies has taken them to 45 states and a dozen foreign nations. Both Wiles and Bondi received their doctoral degrees at the University of Florida in Gainesville.

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Table of Contents

About the authors

Preface

Brief Contents

Table of Contents

Chapter 1 Curriculum in a New Global Age 1

Defining Curriculum

Structure and Principles in Curriculum Development

History and Curriculum: Three Eras

Global Reflections

Foundations of Curriculum Planning

A New Age of Curriculum

Old Issues, New Impediments

Summary

Additional Reading

Chapter 2 Philosophy and Curriculum Design 60

A search for a Philosophic Attitude

Critical Questions to be Answered

The Struggle to Be a Decisive Leader

Determinants of an Educational Philosophy

Five Educational Philosophies

Philosophy Preference Assessment

Philosophies as Found in Schools

The Learning Environment

School Philosophy and Curriculum Design

Summary

Additional Reading

Chapter 3 Managing Curriculum Development 107

Establishing the Philosophy

Formulating Goals

Classifying Goals and Objectives

Using Objectives to Order Learning

Specifying Behavioral Objectives

Assessing needs: Focusing for Results

How Districts Improve Programs

Comprehensive Planning

Curriculum Management Plans

Criteria for Evaluating Instructional Programs

Assessing Educational Research

Summary

Additional Reading

Chapter 4 Standards-Based Curriculum 150

Origin of Standards

Previous Reform Efforts

The Latest Reforms

Standards-Based Education

How Standards Work in Schools

Managing Standards-Based Programs

The Role of Technology

Re-Balancing Standards-Based Curriculums

A Warning

Summary

Additional Reading

Chapter 5 Curriculum Development in the Classroom 217

The Traditional Relationship

Two Levels of Classroom Planning

Choices: Learning Theory

Teaching With a Cognitive Focus

Interaction Patterns in the Classroom

Collaborative Leadership in Curriculum

Teachers as Leaders

Providing Leadership: Specific Activities

Summary

Additional Reading

Chapter 6 Elementary School Programs and Issues 242

The Pre-K-5 Elementary School Program

Basis of the Elementary School Program

Organizing the Curriculum

Selection of Content

Determining Appropriate Elementary School Curriculum Content

Diverse Needs of Children

Educating Children With Disabilities in a Regular Classroom

Inclusion: What Does it Mean?

Gifted Students

Other Students With Needs

Learning Styles and Systems

Organization and Grouping in the Elementary School

Summary

Additional reading

Chapter 7 Middle School Programs and Issues 292

The Middle School: A Historical Perspective

Functions of the Middle School

Establishing an Identity for the Middle School

The Middle School Student

The Middle School Teacher

Managing Middle School Programs

Organizing for Instruction in the Middle School

Comprehensive Planning for Middle Schools: A Review

Role of technology

Evaluating the Middle School

New Standards for the Middle School

The Middle School as a Part of the Total Curriculum

Summary

Additional Reading

Chapter 8 Secondary school Programs and Issues 348

Historical Development of the Secondary School

Reform Movements in Secondary Education

Recent Changes in the Secondary School

The Changing Curriculum of the Secondary School

Organizational Practices in the Secondary School

Professional Visions for the Secondary School

A Changing Country in a Changing World

Improving Teacher Quality

A Closing Note

Summary

Additional Reading

Chapter 9 Global Perspectives of Curriculum 392

Nations at Work

The Many Faces of Curriculum Development

Extrapolation to Local Conditions

Summary

Additional Reading

Chapter 10 Technology, Curriculum, and the Future 420

Understanding and Responding

Getting Started

What Our Schools Are Doing

Projections

Decline, Attack, Defection

Home Schooling

How Public Education is Responding

Putting It All in Perspective

Traditional Views of Education

Radical and Postmodern Views of Education

Summary

Additional Reading

Resources

Resource A- Applications and Activities 472

Resource B- Partial List of Organizations and Associations 488

Affecting United States Education

Glossary 501

References 516

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Preface

New instructional technologies, in particular the Internet, are changing the face of American education. Still less than one decade old, this new instructional resource is redefining the field of curriculum in a number of ways. Determining the scope and sequence of planned learning experiences, for example, has become difficult. Establishing criteria for the selection of organized learning presently has little focus. Historical precedents have little or no value in guiding curriculum leaders on many occasions. In short, this specialty area of educational leadership is in transition.

New to This Edition

The sixth edition of this text deviates from previous editions by focusing on the future of education rather than historical precedent. Chapters 1 and 6 address the impact of the new technologies on curriculum development in schools and provide educational leaders with new paradigms for understanding the changes that are occurring as we enter the twenty-first century.

In the past several years, teaching and learning in schools have shifted from the traditional construct of the teacher as the center of learning to a new model focused on the student as the critical ingredient in the classroom. This shift has major implications for both learning theory and instruction. We believe that this change also may be viewed as an opportunity to fulfill the century-old goal of progressive education to individualize instruction for all students.

In this edition we present curriculum development as a process of selecting from many options available to planners. In Chapter 6, eight curriculum designs are proffered that may shape future Internet-assisted lessons. The "newtextbook" is discussed, and sample lessons are provided.

Also new in this edition are updates on model schools in the United States, links to the latest resources relating to curriculum development, new readings, and updated learning activities at the conclusion of each chapter.

Acknowledgments

We are grateful to the following reviewers for their helpful suggestions in the development of this manuscript: Muhammad Betz, Southeastern Oklahoma State University; Bonnie M. Beyer, University of Michigan, Dearborn; Carrine Bishop, Jackson State University; Cynthia G. Kruger, University of Massachusetts, Dartmouth; and Kay W Terry, Western Kentucky University. We also remain indebted to our editor, Debbie Stollenwerk, for her helpful assistance in the renewal of this long-running text.

Joseph Bondi

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  • Posted January 21, 2011

    The Best Yet

    We have been using this text at our university for years. This edition is the best yet. Particularly interesting is the way the authors link curriculum and comparative education. This is a breakthrough book and should be read by politicans in the United States.

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