Case Studies in Elementary and Secondary Curriculum / Edition 1 available in Paperback
Practical and engaging, this book contains 21 case studies that help students apply curriculum theory to classroom reality. Each case is authored by an in-service teacher, who reflects on ways to improve instruction by making changes to various aspects of the curriculum. These real-life examples investigate up-to-date curricular issues including accountability in education; curriculum design, implementation, and evaluation; school reform; pedagogy; and decision making in diverse educational settings.
• Consistent formatting: Each case follows the same structure and includes proposed/actual solutions and expected/observed outcomes, allowing readers to compare their solutions to those in the text—leading to reflective, data-driven decision making.
• Points to Ponder: Open-ended questions invite readers to consider how the practitioner's proposed solution may impact additional curricular levels.
• Text Boxes: Brief backgrounds information related to each case provides a context for analysis.
|Edition description:||New Edition|
|Product dimensions:||7.30(w) x 9.00(h) x 0.50(d)|
About the Author
Marius Boboc earned his M.A. in Teacher Leadership from Roosevelt University in Chicago and his Ed.D from University of Northern Iowa, majoring in curriculum and instruction.
Dr. Boboc’s research interests include differentiated instruction; classroom management and conflict resolution; curriculum theory; pedagogy of online teaching and learning; postmodernism in education; and instructional design. He authored two journal articles written during his involvement in the In Time project at the University of Northern Iowa. He is currently under contract to write a textbook Teaching with Educational Psychology, a collaborative endeavor with a colleague at Cleveland State and a professor at Merrimack College in Massachusetts. Research both in progress and under review connects his teaching practice with topics that prompt the investigation of student-centered pedagogy and reflective professionalism. Dr. Boboc currently teaches undergraduate courses in general teaching methods and student assessment, as well as graduate courses in curriculum and instruction and classroom and school-wide management.
Table of Contents
Case Study Matrix xvii
1 Bringing Diversity Into a Less Diverse Environment 1
2 Bringing Calculus to Life: Hands-on Learning in a New Sequence of Courses 7
3 Meeting the Individual Needs of Each Student at an Alternative High School 15
4 Using Assessment and Student Interest Data to Inform Differentiated Instruction in an Inclusive Classroom 23
5 Motivating Students to Learn in a Peer-Supported School Environment 31
6 Authentic Audience and Affective Learning in a Gifted and Talented Middle School Program 39
7 "Discovery Math": From Professional Development to Classroom Practice 47
8 Student Understandings as a Basis for Motivation and Participation in a Severe Emotional Disturbance/Severe Behavioral Handicap High School Classroom 53
9 Meeting Student Learning Requirements by Means of an Improved Writing-Across-Curriculum Program 61
10 Student Portfolios and Authentic Assessment in a Diverse Multiage Preschool Classroom 69
11 Skill Building in Elementary Math: Between Remediation and Academic Promotion 77
12 Prevention Programs as Means to Teach Social Skills in Elementary School 85
13 Educating the Community About a Needed Levy Increase: The Teacher as a Political Activist 93
14 The Mandated Curriculum Meeting the Needs of Teachers and Their Favored Practices 99
15 Balancing Data-Driven Decision Making and Shifting Paradigms in a New Elementary Math Curriculum 107
16 Professional Development That Works, Please! 115
17 Using Curriculum Relevance to Motivate Students 121
18 The Integration of Autistic Classes Into the Physical Education Curriculum 127
19 Developing a Literacy Program for Children WithLearning Disabilities 133
20 My Students Can't Write, and I'm Forced to Use a Curriculum That Doesn't Help Them Learn How 139
21 Meeting the Needs of Diverse Learners and the Mandates of Accountability Without Compromising 147
About the Authors 173