{"product_id":"contemporary-curriculum-isbn-9781118916513","title":"Contemporary Curriculum","description":"The Eighth Edition of \u003ci\u003e\u003cb\u003eContemporary Curriculum: In Thought and Action\u003c\/b\u003e \u003c\/i\u003eprepares readers to participate in the discussion of curriculum control and other matters important to K-12 and university educators. The text highlights major philosophies and principles, examines conflicting conceptions of curriculum, and provides the intellectual and technical tools educators and administrators need for constructing and implementing curriculum. \u003cp\u003ePreface vii\u003cbr\u003eAcknowledgments x\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I \u003c\/b\u003e\u003cb\u003eConceptions of Curriculum\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 \u003c\/b\u003e\u003cb\u003eHumanistic Curriculum 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCharacteristics of the Humanistic Curriculum 3\u003cbr\u003ePurpose 3\u003cbr\u003eRole of the Teacher 3\u003cbr\u003eForms of Humanistic Curriculum 4\u003cbr\u003eA Confluent Curriculum 4\u003cbr\u003eConsciousness and Transcendency 5\u003cbr\u003eResponses to Depersonalization 7\u003cbr\u003ePsychological Foundations of the Humanistic Curriculum 11\u003cbr\u003eThird-Force Psychology 11\u003cbr\u003eHistorical Antecedents to the Humanistic Curriculum 15\u003cbr\u003eAncient Greeks and Romans 15\u003cbr\u003eTraditional Humanities 15\u003cbr\u003eProgressive Education 16\u003cbr\u003eSpiritual Images 16\u003cbr\u003eCriticisms of the Humanistic Curriculum 17\u003cbr\u003eConcluding Comments 18\u003cbr\u003eQuestions 19\u003cbr\u003eSuggested Strategic Research 19\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 \u003c\/b\u003e\u003cb\u003eThe Social Reconstructionist Curriculum 21\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCharacteristics of the Social Reconstructionist Curriculum 21\u003cbr\u003ePurpose 21\u003cbr\u003eRole of the Teacher 22\u003cbr\u003eSocial Reconstruction in Practice 23\u003cbr\u003eChanging the Community 23\u003cbr\u003eFreire’s Social Reconstructionism 24\u003cbr\u003eEradicating Illiteracy 24\u003cbr\u003eNeo-Marxists 26\u003cbr\u003eNeo-Marxist Manifesto 26\u003cbr\u003eCritical Theory against Reproductive Knowledge 27\u003cbr\u003eEnvironmental Reconstruction 28\u003cbr\u003eFuturologists 29\u003cbr\u003eThe Use of Future Planning 29\u003cbr\u003eTypical Futurists’ Recommendations 30\u003cbr\u003eCritical Pedagogy 30\u003cbr\u003eSocial Adaptation versus Social Reconstruction 31\u003cbr\u003ePsychological Foundations of Social Reconstruction 32\u003cbr\u003eCultural Psychology as a Source 32\u003cbr\u003ePsychoanalytical Psychology and Social Reconstruction 34\u003cbr\u003eHistorical Antecedents to Social Reconstruction 35\u003cbr\u003eCriticisms of Social Reconstructionism 37\u003cbr\u003eConcluding Comments 38\u003cbr\u003eQuestions 39\u003cbr\u003eSuggested Strategic Research 39\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 \u003c\/b\u003e\u003cb\u003eThe Systemic Curriculum 41\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAlignment 42\u003cbr\u003eAccountability 43\u003cbr\u003eStandards-Based Curriculum 43\u003cbr\u003ePolicies for Standards-Based Curriculum 43\u003cbr\u003eCommon Core State Standards 46\u003cbr\u003eStandards-Based Curriculum in the Classroom 47\u003cbr\u003ePsychological Foundations of the Systemic Curriculum 50\u003cbr\u003eHistorical Antecedents to the Systemic Curriculum 51\u003cbr\u003eConsequences of Systemic Curriculum 53\u003cbr\u003eConcluding Comments 56\u003cbr\u003eQuestions 57\u003cbr\u003eSuggested Strategic Research 57\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 \u003c\/b\u003e\u003cb\u003eThe Academic Curriculum 59\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eApproaches to the Academic Curriculum 62\u003cbr\u003eThe Forms of Knowledge Approach 63\u003cbr\u003eStructure in the Disciplines Approach 64\u003cbr\u003eReaction Against a Structure of Knowledge 67\u003cbr\u003eRevival of the Disciplines Approach 68\u003cbr\u003eLiberal Arts and the Academic Core 70\u003cbr\u003eLiberal Arts in Higher Education 70\u003cbr\u003eAcademic Programs in the Elementary and Secondary Curriculum 72\u003cbr\u003eCultural Literacy 73\u003cbr\u003eMaking Subject Matter More Appealing to Growing Minds 74\u003cbr\u003ePsychological Foundations of the Academic Curriculum 76\u003cbr\u003eHistorical Antecedents of the Academic Curriculum 78\u003cbr\u003eConcluding Comments 81\u003cbr\u003eQuestions 82\u003cbr\u003eSuggested Strategic Research 82\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II \u003c\/b\u003e\u003cb\u003eCurriculum Development\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 \u003c\/b\u003e\u003cb\u003eDeciding What Should Be Taught 84\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eArenas for Deciding What to Teach 85\u003cbr\u003eLevels of Decision Making 85\u003cbr\u003eCurriculum at Different Levels 86\u003cbr\u003eContexts for Development of Curriculum 87\u003cbr\u003eRange of Activity 87\u003cbr\u003eDevelopment of Materials 88\u003cbr\u003eState, Regional, and Local Curriculum Planning 88\u003cbr\u003eInstitutional Curriculum Planning 88\u003cbr\u003eFunctions of the Curriculum 89\u003cbr\u003eDetermining What to Teach 90\u003cbr\u003eRational and Technical Models in Curriculum Decision Making 91\u003cbr\u003eNeeds Assessment Model 91\u003cbr\u003eSteps in Needs Assessment 92\u003cbr\u003eThe Futuristic Model 94\u003cbr\u003eThe Rational Model 95\u003cbr\u003eThe Vocational-Training Model 98\u003cbr\u003eAlternative Approaches to Determining Curriculum Purposes 100\u003cbr\u003eDisjointed Incrementalism 100\u003cbr\u003eProblems with Disjointed Incrementalism in Curriculum Making 101\u003cbr\u003eEmergent Approaches in Curriculum Decision Making 101\u003cbr\u003eA Comment on Models and Approaches for Curriculum Building 103\u003cbr\u003eConcluding Comments 104\u003cbr\u003eQuestions 105\u003cbr\u003eSuggested Strategic Research 106\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 \u003c\/b\u003e\u003cb\u003eDeveloping and Selecting Learning Opportunities 107\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eStandards for Teaching Impact Classroom Curriculum Development 108\u003cbr\u003eLearning Opportunities for Higher Order Thinking 112\u003cbr\u003eTransfer and Problem Solving 112\u003cbr\u003eCreativity 114\u003cbr\u003eCreating New Knowledge 115\u003cbr\u003eProcedures for Developing Learning Activities 116\u003cbr\u003eCurrent Orientations in Developing Learning Activities 117\u003cbr\u003eCriteria for Selecting Learning Activities 120\u003cbr\u003ePhilosophical Criteria 121\u003cbr\u003ePsychological Criteria 121\u003cbr\u003ePolitical Criteria 123\u003cbr\u003ePracticality as a Criterion 124\u003cbr\u003eResearch-Based Criteria 124\u003cbr\u003eCriticisms of Textbooks and Learning Opportunities 125\u003cbr\u003eCriticisms of Criteria for Selecting Learning Opportunities 126\u003cbr\u003eConcluding Comments 126\u003cbr\u003eQuestions 127\u003cbr\u003eSuggested Strategic Research 127\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAperture Chapter 6 \u003c\/b\u003e\u003cb\u003eHow Technology is Used With Curriculum Orientations 129\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTechnology in Humanistic Classrooms 129\u003cbr\u003eSocial Reconstruction and Technology 130\u003cbr\u003eTechnology in a Systemic Curriculum 131\u003cbr\u003eTechnology in the Academic Curriculum 133\u003cbr\u003eBuilding Web Sites 135\u003cbr\u003eNew Developments in Learning Opportunities 135\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 \u003c\/b\u003e\u003cb\u003eOrganizing Learning Opportunities 137\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eKey Concepts in Curriculum Organization 137\u003cbr\u003eOrganizing Centers or Foci 138\u003cbr\u003eOrganizing Elements 138\u003cbr\u003ePrinciples for Sequencing Centers and Activities Related to Elements 140\u003cbr\u003eOrganizing Structures 141\u003cbr\u003eStructure at the Institutional Level 141\u003cbr\u003eStructure at the Classroom Level 142\u003cbr\u003eOrganizational Patterns and Conceptions of the Curriculum 146\u003cbr\u003eUnified Disciplines: The New Academic Pattern 148\u003cbr\u003eEmpirical Studies of the Effects of Patterns 152\u003cbr\u003eIssues in Curriculum Organization 154\u003cbr\u003eConcluding Comments 157\u003cbr\u003eQuestions 157\u003cbr\u003eSuggested Strategic Research 157\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III \u003c\/b\u003e\u003cb\u003eCurriculum Management\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 \u003c\/b\u003e\u003cb\u003eManaging Curriculum 159\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSchools and the Institutionalized Curriculum 159\u003cbr\u003eCurriculum Change in the Context of Restructuring 161\u003cbr\u003eRoles in Restructuring Curriculum 164\u003cbr\u003eThe Principal as Director of Learning 164\u003cbr\u003eThe Principal in Shared Leadership 165\u003cbr\u003eDepartment Heads in Curriculum Management 166\u003cbr\u003eAdministrative Arrangements 166\u003cbr\u003eStratifying Students 168\u003cbr\u003eStaffing Patterns and Scheduling 169\u003cbr\u003eSupplementary Personnel 170\u003cbr\u003eNongrading 170\u003cbr\u003eFacilities 170\u003cbr\u003eThe Middle School 171\u003cbr\u003eAlternative, Magnet, Charter, and Specialist Schools 172\u003cbr\u003eTrends in Reforming School Organization 174\u003cbr\u003eOptions in the Schools 174\u003cbr\u003eAdministration for Instructional Effectiveness 175\u003cbr\u003eCoordinating the Curriculum 175\u003cbr\u003eEffective Research and Curriculum Policy 177\u003cbr\u003eConcluding Comments 179\u003cbr\u003eQuestions 179\u003cbr\u003eSuggested Strategic Research 180\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 \u003c\/b\u003e\u003cb\u003eEvaluating the Curriculum 181\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eModels for Evaluation 183\u003cbr\u003eConsensus Models (Traditional and Technical Evaluation) 183\u003cbr\u003ePluralistic Models (Humanistic and Social Reconstructionist Evaluation) 186\u003cbr\u003eControversial Technical Issues in Curriculum Evaluation 187\u003cbr\u003eThe Form of Objectives (Goals, Standards, Benchmarks, and Indicators) 188\u003cbr\u003eMeasurement of Intended Outcomes Versus Goal-Free Evaluation 189\u003cbr\u003eNorm- and Criterion-Referenced Tests 190\u003cbr\u003eTests and Invasion of Privacy 191\u003cbr\u003eAuthentic Assessment of Student Performance 191\u003cbr\u003eAssessment as Learning 192\u003cbr\u003eTechniques for Collecting Data 193\u003cbr\u003eMeasuring Affect 194\u003cbr\u003eSampling 195\u003cbr\u003eHazards in Conducting Traditional Evaluation 195\u003cbr\u003eValue-Added Assessment 196\u003cbr\u003eConcluding Comments 197\u003cbr\u003eQuestions 198\u003cbr\u003eSuggested Strategic Research 199\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 \u003c\/b\u003e\u003cb\u003eThe Politics of Curriculum Making 200\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCurriculum Policy 202\u003cbr\u003eThe Politics Involved 203\u003cbr\u003ePolitical Decisions About What Will Be Taught 203\u003cbr\u003eConcepts for Interpreting the Process of Political Decision Making 204\u003cbr\u003eThe Professionalization of Reform 204\u003cbr\u003eForces of Stability 204\u003cbr\u003eConstraints on Policy 205\u003cbr\u003eParticipants in Determining Curriculum Policy 206\u003cbr\u003eSchool-Based Political Participants 206\u003cbr\u003eCommunity Participants 209\u003cbr\u003eState Agencies 211\u003cbr\u003eTesting Agencies 212\u003cbr\u003ePublishers 212\u003cbr\u003eThe Courts 213\u003cbr\u003eThe Federal Government 214\u003cbr\u003eFoundations 214\u003cbr\u003eSpecial Interests 215\u003cbr\u003eConflicts in Curriculum Control 216\u003cbr\u003eConcluding Comments 217\u003cbr\u003eQuestions 217\u003cbr\u003eSuggested Strategic Research 218\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart IV \u003c\/b\u003e\u003cb\u003eIssues and Trends\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 \u003c\/b\u003e\u003cb\u003eCurrent Issues Demanding Responses 219\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCurriculum for Thinking 219\u003cbr\u003eThe Focus of a Thinking Curriculum 221\u003cbr\u003eCurriculum Competition: An International Comparison 223\u003cbr\u003eInvidious Comparisons 224\u003cbr\u003eVocational Education 229\u003cbr\u003eContrasting Purposes for Vocational Education 230\u003cbr\u003eAccess to Vocational Education 231\u003cbr\u003eContent of Vocational Education 233\u003cbr\u003eReorganizing Vocational Education 234\u003cbr\u003eTrends in Vocational Education 234\u003cbr\u003eMoral Education 235\u003cbr\u003ePhenix’s Basic Questions in Moral Education 235\u003cbr\u003eKohlberg’s Theory of Moral Development 236\u003cbr\u003eCharacter Education 237\u003cbr\u003eSchool Safety 238\u003cbr\u003eConcluding Comments 240\u003cbr\u003eQuestions 240\u003cbr\u003eSuggested Strategic Research 240\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12 \u003c\/b\u003e\u003cb\u003eTrends in the Subject Fields 242\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMathematics 243\u003cbr\u003eMathematics in Our Schools 243\u003cbr\u003eTrends in Mathematics 243\u003cbr\u003eScience 246\u003cbr\u003eEvolution of Science Teaching 246\u003cbr\u003eNew Approaches in Science Education 247\u003cbr\u003eRecommendations for the Future Science Curriculum 249\u003cbr\u003ePhysical and Health Education 251\u003cbr\u003eIts Place in the Curriculum 251\u003cbr\u003eGuidelines for Future Physical Education Programs 252\u003cbr\u003eEnglish 253\u003cbr\u003eEnglish as a Subject 253\u003cbr\u003eCurrent Trends in the Teaching of English 255\u003cbr\u003eReading 256\u003cbr\u003eThe Curriculum of Reading 256\u003cbr\u003eContested Trends in Reading 257\u003cbr\u003eHistory and Social Studies 259\u003cbr\u003eHistory as a Subject 259\u003cbr\u003eAn Evaluation of History Curriculum 259\u003cbr\u003eHistory and Geography in the 1990s 260\u003cbr\u003eHistory and the Social Studies in the Standards Movement 261\u003cbr\u003eSocial Studies 261\u003cbr\u003eThe Future of Social Studies 263\u003cbr\u003eForeign Language 264\u003cbr\u003eThe Rise and Fall of Foreign Language 264\u003cbr\u003eEfforts to Revive Language Instruction 264\u003cbr\u003eThe Arts 267\u003cbr\u003eConcluding Comments 268\u003cbr\u003eQuestions 269\u003cbr\u003eSuggested Strategic Research 270\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart V \u003c\/b\u003e\u003cb\u003eCurriculum Inquiry: Retrospect and Prospect\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13 \u003c\/b\u003e\u003cb\u003eA historical Perspective of Curriculum Making 271\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCurriculum Historians 272\u003cbr\u003eContext for Formulation of the Curriculum Field 273\u003cbr\u003eFounders of the Field of Curriculum 274\u003cbr\u003eHerbartism and the McMurrys 275\u003cbr\u003eBasic Tenets of Herbartism 275\u003cbr\u003eThe McMurrys’ Thinking 276\u003cbr\u003eDewey's Opposition to Herbartism 278\u003cbr\u003eDewey's School 278\u003cbr\u003eDewey's Curriculum 278\u003cbr\u003eScientific Curriculum Making: Franklin Bobbitt and Werrett W. Charters 279\u003cbr\u003eSocietal Influences on the Scientific Movement 279\u003cbr\u003eKey Ideas of Scientific Curriculum Making 280\u003cbr\u003eBobbitt's Contribution to Curriculum Making 280\u003cbr\u003eCharters's Contribution to the Curriculum Field 282\u003cbr\u003eImprovement of Instruction 283\u003cbr\u003eLocal Development of Curriculum 283\u003cbr\u003eThe Course of Study Movement 283\u003cbr\u003eCaswell's Influence on the Curriculum Field 284\u003cbr\u003eRational Curriculum Making 285\u003cbr\u003eTyler’s Curriculum Inquiry 285\u003cbr\u003eFeminine Enactment of Curriculum 286\u003cbr\u003eHilda Taba 286\u003cbr\u003eMary Sheldon Barnes 289\u003cbr\u003eLucy Maynard Salmon 289\u003cbr\u003eLucy Sprague Mitchell 290\u003cbr\u003eConcluding Comments 290\u003cbr\u003eQuestions 291\u003cbr\u003eSuggested Strategic Research 291\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14 \u003c\/b\u003e\u003cb\u003eThe Promise of Theory and Inquiry in Curriculum 293\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eState of the Field 294\u003cbr\u003eThe Need for Curriculum Theory 294\u003cbr\u003eThe Need for Curriculum Conceptions 295\u003cbr\u003eThe Need for Studies of Correlation and Integration 297\u003cbr\u003eThe Need for Studies of Sequence 298\u003cbr\u003eThe Need for Analyzing Education Objectives (Progressions and Standards) 299\u003cbr\u003eThe Need for Process–Product Research 300\u003cbr\u003eTrends in Curriculum Inquiry 301\u003cbr\u003eForms of Inquiry 302\u003cbr\u003eSynoptic Activity as Curriculum Inquiry 302\u003cbr\u003eInquiry in the School and Classroom 303\u003cbr\u003eNarrative 303\u003cbr\u003eQualitative Inquiry in School Settings 304\u003cbr\u003eAction Research as Curriculum Inquiry 304\u003cbr\u003eConcluding Comments 306\u003cbr\u003eQuestions 307\u003cbr\u003eSuggested Strategic Research 307\u003c\/p\u003e \u003cp\u003eName Index 309\u003cbr\u003eSubject Index 315\u003c\/p\u003e \u003cp\u003e\u003cb\u003eJohn D. McNeil,\u003c\/b\u003e University of California, Los Angeles, CA.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47988981137637,"sku":"NP9781118916513","price":152.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118916513.jpg?v=1761782301","url":"https:\/\/k12savings.com\/es\/products\/contemporary-curriculum-isbn-9781118916513","provider":"K12savings","version":"1.0","type":"link"}