| Preface |
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xi | |
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PART I: Bases for Curriculum Planning |
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1 | (218) |
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1 | (50) |
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1 | (1) |
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Definitions of Curriculum |
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2 | (2) |
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Differences between Curriculum and Instruction |
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2 | (1) |
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A Comprehensive Definition of Curriculum |
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3 | (1) |
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4 | (1) |
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4 | (1) |
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Theories of Human Development |
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4 | (1) |
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The Nature of Learning and Learning Styles |
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4 | (1) |
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Emphasizing Curriculum Bases |
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5 | (1) |
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5 | (1) |
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6 | (1) |
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Values in Curriculum Planning |
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7 | (1) |
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Criterion Questions---Goals and Values |
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8 | (1) |
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8 | (1) |
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So What Does It Take to Build a School for Democracy? |
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9 | (8) |
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A Morally Defensible Mission for Schools in the 21st Century |
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17 | (6) |
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Perspectives on Four Curriculum Traditions |
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23 | (5) |
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A Cross-Cutting Approach to the Curriculum: The Moving Wheel |
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28 | (3) |
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The Organization and Subject-Matter of General Education |
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31 | (3) |
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The Case for Essentialism in Education |
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34 | (4) |
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The Case for Progressivism in Education |
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38 | (3) |
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Traditional vs. Progressive Education |
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41 | (3) |
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Teachers' Voices---Putting Theory Into Practice |
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Values: The Implicit Curriculum |
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44 | (4) |
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48 | (3) |
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48 | (1) |
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49 | (1) |
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49 | (1) |
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50 | (1) |
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Social Forces: Present and Future |
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51 | (70) |
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51 | (1) |
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Curriculum and the Future |
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52 | (11) |
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Social Forces and the Individual |
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57 | (2) |
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59 | (1) |
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Concepts from the Social Sciences |
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60 | (2) |
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62 | (1) |
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Criterion Questions---Social Forces |
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63 | (1) |
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64 | (1) |
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Inflating the Life Rafts of NCLB: Making Public School Choice and Supplemental Services Work for Students in Troubled Schools |
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65 | (9) |
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Failing Our Children: No Child Left Behind Undermines Quality and Equity in Education |
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74 | (7) |
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The ``Three A's'' of Creating an Inclusive Curriculum and Classroom |
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81 | (7) |
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Multicultural Education and Curriculum Transformation |
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88 | (10) |
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Making a Case for Media Literacy in the Curriculum: Outcomes and Assessment |
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98 | (5) |
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Remembering Capital: On the Connections between French Fries and Education |
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103 | (9) |
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Teachers' Voices---Putting Theory Into Practice |
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Teaching Media-Savvy Students about the Popular Media |
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112 | (7) |
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119 | (2) |
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119 | (1) |
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119 | (1) |
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120 | (1) |
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120 | (1) |
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121 | (44) |
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121 | (2) |
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Theories of Human Development |
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123 | (2) |
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Piaget's Model of Cognitive Development |
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123 | (1) |
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Erikson's Model of Psychosocial Development |
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124 | (1) |
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Kohlberg's and Gilligan's Models for Moral Development |
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124 | (1) |
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Criterion Questions---Human Development |
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125 | (1) |
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125 | (1) |
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126 | (3) |
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Toward a Strategy for Healthy Adolescent Development |
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129 | (7) |
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The Cognitive--Developmental Approach to Moral Education |
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136 | (13) |
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Woman's Place in Man's Life Cycle |
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149 | (4) |
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Organize Schools around Child Development |
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153 | (2) |
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Waldorf Schools: Education for the Head, Hands, and Heart |
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155 | (4) |
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Teachers' Voices---Putting Theory Into Practice |
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A First-Year Teacher Tells It All |
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159 | (4) |
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163 | (2) |
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163 | (1) |
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163 | (1) |
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164 | (1) |
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164 | (1) |
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Learning and Learning Styles |
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165 | (54) |
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165 | (1) |
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Behavioral Learning Theories |
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166 | (1) |
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166 | (1) |
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Cognitive Learning Theories |
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167 | (2) |
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167 | (1) |
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Gestalt-Field Views of Learning |
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168 | (1) |
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Constructivist Learning Theories |
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168 | (1) |
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169 | (2) |
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170 | (1) |
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Criterion Questions---Learning and Learning Styles |
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171 | (1) |
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171 | (1) |
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Cognitive Science and Its Implications for Education |
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172 | (4) |
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Let's Put Brain Science on the Back Burner |
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176 | (7) |
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Probing More Deeply into the Theory of Multiple Intelligences |
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183 | (5) |
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Giving Credit Where Credit Is Due |
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188 | (5) |
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Learning Styles from a Multicultural Perspective: The Case for Culturally Engaged Education |
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193 | (6) |
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Authentic Assessment and Student Performance in Inclusive Secondary Schools |
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199 | (9) |
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Teachers' Voices---Putting Theory Into Practice |
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Lifelines: An Ethnographic Study of an IEP Student |
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208 | (8) |
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216 | (3) |
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216 | (1) |
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216 | (1) |
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216 | (1) |
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217 | (2) |
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PART II: Developing and Implementing the Curriculum |
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219 | (104) |
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Approaches to Curriculum Development |
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219 | (51) |
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219 | (1) |
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Approaches to Curriculum Development |
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220 | (3) |
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The Focus of Curriculum Development |
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221 | (1) |
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Student-Centered versus Subject-Centered Curricula |
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222 | (1) |
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The Curriculum Development Process |
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223 | (6) |
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Standards and Curriculum Development |
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223 | (2) |
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Content and Performance Standards |
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225 | (1) |
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Standards Developed by Professional Associations |
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226 | (1) |
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Aligning Curricula and Textbooks with Standards |
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226 | (1) |
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227 | (1) |
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Standards and No Child Left Behind (NCLB) |
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227 | (1) |
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Technology and Curriculum Development |
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228 | (1) |
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Students and Curriculum Development |
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228 | (1) |
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Criterion Questions---Curriculum Development |
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229 | (1) |
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229 | (1) |
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230 | (1) |
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The Sources of a Science of Education |
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231 | (5) |
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Teachers, Public Life, and Curriculum Reform |
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236 | (8) |
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Who Should Plan the Curriculum? |
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244 | (4) |
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A Principal Looks Back: Standards Matter |
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248 | (10) |
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The Muddle Machine: Confessions of a Textbook Editor |
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258 | (6) |
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Teachers' Voices---Putting Theory Into Practice |
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How to Integrate Character Education Into the Curriculum |
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264 | (4) |
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268 | (2) |
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268 | (1) |
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268 | (1) |
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269 | (1) |
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269 | (1) |
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Curriculum and Instruction |
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270 | (53) |
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270 | (1) |
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271 | (2) |
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A Repertoire of Models of Teaching |
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273 | (6) |
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Models Based on Behavioral Psychology |
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273 | (2) |
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Models Based on Human Development |
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275 | (1) |
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Models Based on Cognitive Processes |
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276 | (2) |
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Models Based on Social Interactions |
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278 | (1) |
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279 | (5) |
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280 | (1) |
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280 | (1) |
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281 | (1) |
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282 | (1) |
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Performance-Based Assessment |
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282 | (1) |
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282 | (2) |
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Basic Principles of Curriculum and Instruction |
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284 | (1) |
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Criterion Questions---Curriculum and Instruction |
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284 | (1) |
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285 | (2) |
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Progressive Organization of Subject Matter |
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287 | (2) |
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289 | (3) |
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Nurturing the Life of the Mind |
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292 | (6) |
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The Limits of Ideology: Curriculum and the Culture Wars |
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298 | (11) |
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309 | (3) |
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You Can Teach for Meaning |
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312 | (6) |
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Teachers' Voices---Putting Theory Into Practice |
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Ideals vs. Reality in the Classroom |
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318 | (2) |
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320 | (3) |
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320 | (1) |
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320 | (1) |
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321 | (1) |
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321 | (2) |
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PART III: The Curriculum in Action |
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323 | (201) |
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Early Childhood and Elementary Curricula |
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323 | (45) |
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323 | (1) |
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Elementary-Level Programs |
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324 | (2) |
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The Importance of Elementary-Level Programs |
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325 | (1) |
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326 | (2) |
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327 | (1) |
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327 | (1) |
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Goals for Childhood Education |
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328 | (1) |
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329 | (2) |
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The Reggio Emilia Approach |
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331 | (3) |
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334 | (3) |
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Can Kids Still Play in School? Defining and Defending Early Childhood Education in the Context of Never-Ending Reform |
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337 | (10) |
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Why Is Kindergarten an Endangered Species? |
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347 | (4) |
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Case Study in Curriculum Implementation |
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Learning to Read in Kindergarten: Has Curriculum Development Bypassed the Controversies? |
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351 | (9) |
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Teachers' Voices---Putting Theory Into Practice |
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Building a Community in Our Classroom: The Story of Bat Town, U.S.A. |
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360 | (5) |
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365 | (3) |
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365 | (1) |
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365 | (1) |
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366 | (1) |
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366 | (2) |
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368 | (50) |
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368 | (1) |
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Major Transitions and Critical Turning Points |
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369 | (1) |
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Curricular Goals for Middle-Level Students |
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370 | (1) |
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Development of the Middle School |
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371 | (1) |
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372 | (1) |
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Great Transitions: Preparing Adolescents for a Changing World |
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373 | (4) |
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Middle School Students and Service Learning: Developing Empowered, Informed Citizens |
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377 | (7) |
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Benchmarks of Student-Friendly Middle Schools |
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384 | (4) |
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388 | (7) |
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Building Developmental Assets to Promote Success in School and in Life |
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395 | (8) |
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Case Study in Curriculum Implementation |
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Intentional Curriculum Planning in an Age of Accountability: Explorer Middle School's Approach |
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403 | (8) |
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Teachers' Voices---Putting Theory Into Practice |
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Creativity Workshops in the Regular Classroom |
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411 | (5) |
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416 | (2) |
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416 | (1) |
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416 | (1) |
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417 | (1) |
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417 | (1) |
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418 | (46) |
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418 | (1) |
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Developmental Challenges of High School--Level Students |
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418 | (1) |
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The Quest for Self-Identity |
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419 | (1) |
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Challenges to the American High School |
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420 | (1) |
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Development of the ``Comprehensive'' High School |
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420 | (1) |
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The Great Debate on High School Reform |
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421 | (1) |
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Goals for the Education of High School Students |
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422 | (1) |
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423 | (1) |
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424 | (5) |
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429 | (3) |
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Implementing Middle School Concepts into High Schools |
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432 | (6) |
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New Hope for High Schools: Lessons from Reform-Minded Educators |
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438 | (5) |
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Can Depth Replace Coverage in the High School Curriculum? |
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443 | (6) |
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Case Study in Curriculum Implementation |
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Going the Extra Mile to Smooth the Transition to High School |
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449 | (13) |
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Teachers' Voices---Putting Theory Into Practice |
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A Tale of Two Curriculums |
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455 | (7) |
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462 | (2) |
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462 | (1) |
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462 | (1) |
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463 | (1) |
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463 | (1) |
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464 | (60) |
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464 | (1) |
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Developmental Challenges of Late Adolescence and Adulthood |
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464 | (1) |
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Higher Education Enrollments |
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465 | (1) |
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465 | (2) |
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Four-Year Colleges and Universities |
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467 | (2) |
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469 | (1) |
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Meeting the Needs of Nontraditional Students |
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469 | (1) |
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470 | (1) |
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Higher Education and the Future |
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471 | (1) |
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472 | (1) |
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Connectedness through Liberal Education |
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473 | (6) |
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The Student-Centered Research University |
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479 | (8) |
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Applying the Science of Learning to the University and Beyond |
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487 | (7) |
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The Decline of the Knowledge Factory |
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494 | (9) |
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Diversity, Democracy, and Curriculum Reform in Higher Education |
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503 | (6) |
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How Americans Think About International Education and Why It Matters |
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509 | (4) |
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Case Study in Curriculum Implementation |
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Do As I Say, Not As I Do: A Personal Odyssey |
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513 | (4) |
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Teachers' Voices---Putting Theory Into Practice |
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How Critical Are Our Pedagogies? Privileging the Discourse of Lived Experience in the Community College Classroom |
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517 | (5) |
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522 | (2) |
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522 | (1) |
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522 | (1) |
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523 | (1) |
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523 | (1) |
| Credits |
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524 | (4) |
| Name Index |
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528 | (5) |
| Subject Index |
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533 | |
Other versions by this Author
