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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.
|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|
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.