Curriculum Development: A Guide to Practice / Edition 7

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A "standard" in curriculum books, Wiles/Bondi Curriculum Development continues the historic strength of the book–history, philosophy, and foundations of curriculum development–and addresses new trends in curriculum development resulting from standards and emerging technologies. This respected author team examines how technology and standards-based education are impacting the future directions of education and discusses how to preserve historic school values while responding to current educational trends. This edition features a new applications chapter complete with time-tested activities and problems designed to engage readers and prepare them for the curriculum issues of the 21st century.

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Editorial Reviews

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 (
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Product Details

  • ISBN-13: 9780131716889
  • Publisher: Prentice Hall
  • Publication date: 7/14/2006
  • Edition description: REV
  • Edition number: 7
  • Pages: 384
  • Product dimensions: 7.58 (w) x 9.54 (h) x 0.96 (d)

Table of Contents

Ch. 1 New challenges, new opportunities 1
Ch. 2 Philosophy and curriculum design 35
Ch. 3 Managing curriculum development 73
Ch. 4 New world of standards-based curriculum 135
Ch. 5 Curriculum development in the classroom 175
Ch. 6 Elemiddle school programs and issues 193
Ch. 7 Secondary school and beyond 267
Ch. 8 Technology, curriculum, and the future 297
Ch. 9 Applications and activities 327
App. A Training paradigm for curriculum developers 342
App. B Partial listing of organizations and associations affecting United States education 343
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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.


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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