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• Title page
• Copyright page
• About the Authors
• Preface
• Brief Contents
• Contents
• Curriculum Tips
• VIDEOS FOR REFERENCE
• Chapter 1 THE FIELD OF CURRICULUM
• Curriculum Approaches
• Behavioral Approach
• Managerial Approach
• Systems Approach
• Academic Approach
• Humanistic Approach
• Postmodern Approach
• Definition of Curriculum
• The Challenges of Definition
• Background Issues for Defining the Field
• Fundamental Questions
• Foundations of Curriculum
• Curriculum Domains
• Curriculum Development
• Curriculum Design
• Planned and Unplanned Curriculum
• Theory and Practice
• From Theory to Practice
• Curriculum Certification
• The Roles of the Curriculum Worker
• The Curriculum Worker’s Responsibilities
• The Student’s Role
• The Teacher and the Curriculum
• The Principal and the Curriculum
• Changing Professional Roles: Standards and Testing
• Conclusion
• Discussion Questions
• Notes
• PART I FOUNDATIONS OF CURRICULUM
• Chapter 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM
• Philosophy and Curriculum
• Philosophy and the Curriculum Worker
• Philosophy as a Curriculum Source
• Major Philosophies
• Idealism
• Realism
• Pragmatism
• Existentialism
• Educational Philosophies
• Perennialism
• Essentialism: Reaffirming the Best and Brightest
• Progressivism
• Reconstructionism
• Conclusion
• Discussion Questions
• Notes
• Chapter 3 HISTORICAL FOUNDATIONS OF CURRICULUM
• The Colonial Period: 1642–1776
• Three Colonial Regions
• Colonial Schools
• Old Textbooks, Old Readers
• The National Period: 1776–1850
• Rush: Science, Progress, and Free Education
• Jefferson: Education for Citizenship
• Webster: Schoolmaster and Cultural Nationalist
• McGuffey: The Readers and American Virtues
• 19th Century European Educators
• Pestalozzi: General and Special Methods
• Froebel: The Kindergarten Movement
• Herbart: Moral and Intellectual Development
• Spencer: Utilitarian and Scientific Education
• The Rise of Universal Education: 1820–1900
• Monitorial Schools
• Common Schools
• Elementary Schools
• Secondary Schools
• Academies
• High Schools
• The Transitional Period: 1893–1918
• Reaffirming the Traditional Curriculum: Three Committees
• Harris and Eliot: Two Conservative Reformers
• Vocational Education
• Pressure for a Modern Curriculum
• The Birth of the Field of Curriculum: 1918–1949
• Bobbitt and Charters: Behaviorism and Scientific Principles
• Kilpatrick: The Progressive Influence
• The Twenty-sixth Yearbook
• Rugg and Caswell: The Development Period
• Eight-Year Study
• Tyler: Basic Principles
• Goodlad: School Reform
• Pinar: Reconceptualizing Curriculum Theory
• Freire: From “Banking Concept” of Education to Problem Posing
• Current Focus
• Conclusion
• Discussion Questions
• Notes
• Chapter 4 PSYCHOLOGICAL FOUNDATIONS OF CURRICULUM
• Behaviorism
• Connectionism
• Thorndike’s Influence: Tyler, Taba, and Bruner
• Behaviorist Reinforcement Theory
• Operant Conditioning
• Acquiring New Operants
• Behaviorism and Curriculum
• Cognitive Psychology
• Cognitive Perspective
• The Montessori Method
• Jean Piaget’s Theories
• Piaget’s Influence: Tyler, Taba, Bruner, and Kohlberg
• Developmental Theories: Beyond Piaget
• Bloom: Early Environment
• Lev Vygotsky’s Theories
• IQ Thinking and Learning
• Constructivism
• Brain Research and Learning
• The Impact of Technology on the Brain and Learning
• Problem Solving and Creative Thinking
• Innovation and Technology
• Cognition and Curriculum
• Phenomenology and Humanistic Psychology
• Gestalt Theory
• Maslow: Self-Actualizing Individuals
• Rogers: Nondirective and Therapeutic Learning
• Social and Emotional Intelligence
• Positive Psychology and Mindsets
• Phenomenology and Curriculum
• Conclusion
• Discussion Questions
• Notes
• Chapter 5 SOCIAL FOUNDATIONS OF CURRICULUM
• Society, Education, and Schooling
• Society and Modal Personality
• Social and Developmental Theories
• Changing American Society
• Postmodern Society
• Postindustrial Society: Bits and Bytes
• Postnuclear Family
• New Family Types
• Moral/Character Education
• Moral Conduct and Controversy
• Moral Teaching
• Moral Character
• Performance Character
• Binary Bits and Reading Habits
• The Culture of the School
• Conformity in Class
• Coping and Caring
• Culture of the Classroom
• The Peer Group
• Peer Culture and the School
• Peer and Racial Groups
• Social Class and Academic Achievement
• Global Achievement
• Conclusion
• Discussion Questions
• Notes
• PART II PRINCIPLES OF CURRICULUM
• Chapter 6 CURRICULUM DESIGN
• Complexities of Curriculum Design
• Connecting Conceptions
• Components of Design
• Sources of Curriculum Design
• Conceptual Framework: Horizontal and Vertical Organization
• Design Dimension Considerations
• Scope
• Sequence
• Continuity
• Integration
• Articulation
• Balance
• Representative Curriculum Designs
• Subject-Centered Designs
• Learner-Centered Designs
• Problem-Centered Designs
• Curriculum Design Theoretical Frameworks
• The Shadows within Curricula
• Conclusion
• Discussion Questions
• Notes
• Chapter 7 CURRICULUM DEVELOPMENT
• Technical-Scientific Approach (Modernist Perspective)
• The Models of Bobbitt and Charters
• The Tyler Model: Four Basic Principles
• The Taba Model: Grassroots Rationale
• The Backward-Design Model
• The Task-Analysis Model
• Nontechnical-Nonscientific Approach (Postmodernist, Postconstructivist Perspective)
• The Deliberation Model
• Slattery’s Approach to Curriculum Development
• Doll’s Model of Curriculum Development
• Enacting Curriculum Development
• Establishing Curriculum Teams
• Generating Aims, Goals, and Objectives
• Selecting Curriculum Content
• Selecting Curriculum Experiences
• Selecting Educational Environments
• The Final Synthesis
• Participants in Curriculum Development
• Teachers
• Students
• Principals
• Curriculum Specialists
• Assistant (Associate) Superintendents
• Superintendents
• Boards of Education
• Lay Citizens
• The Federal Government
• State Agencies
• Regional Organizations
• Other Participants
• Conclusion
• Discussion Questions
• Notes
• Chapter 8 CURRICULUM IMPLEMENTATION
• The Nature of Implementation
• Incrementalism
• Communication
• Support
• Implementation as a Change Process
• Types of Change
• Resistance to Change
• Stages of Change
• Curriculum Implementation Models
• Modernist Models
• Postmodernist Models
• Factors Affecting Implementation
• Key Players
• Students
• Teachers
• Supervisors
• Principals
• Curriculum Directors
• Curriculum Consultants
• Parents and Community Members
• Conclusion
• Discussion Questions
• Notes
• Chapter 9 CURRICULUM EVALUATION
• The Nature and Purpose of Evaluation
• Evaluation Questions
• Definitions of Evaluation
• Measurement versus Evaluation
• Approaches to Evaluation
• Scientific, Modernist Approach to Evaluation
• Humanistic, Postmodernist Approach to Evaluation
• Scientific, Modernist Approach versus Humanistic, Postmodernist Approach
• Utilitarian versus Intuitionist Approach
• Intrinsic versus Payoff Approach
• Formative and Summative Evaluation
• Evaluation Models
• Scientific Models, Modernist Models
• Humanistic Models, Postmodernist Models
• Action-Research Model
• Testing
• High-Stakes Tests
• Norm-Referenced Tests
• Criterion-Referenced Tests
• Subjective Tests
• Alternative Assessment
• Human Issues of Evaluation
• Challenges in the 21st Century
• Conclusion
• Discussion Questions
• Notes
• PART III ISSUES OF CURRICULUM
• Chapter 10 INTERNATIONAL SCENES IN EDUCATION
• Education in Particular Countries
• Finland
• Background
• The Uniqueness of Finland
• Finnish Education: Cultural Linchpin
• Ministry of Education
• The Finnish Educational System
• Lessons from Finland
• Australia
• Background
• The Australian Educational System
• Teacher Education
• Lessons from Australia
• China
• Background
• The Chinese Education System
• State Education Commission
• Teacher Education
• Lessons from China
• Singapore
• Background
• The Singapore Education System
• Primary School Education
• Secondary School Education
• Post-Secondary Options
• Teacher Education
• Lessons from Singapore
• Republic of South Africa
• Background
• The South African Education System
• The Department of Education
• Teacher Education
• Lessons from South Africa
• Conclusion
• Discussion Questions
• Notes
• Name Index
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• D
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• H
• I
• J
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• M
• N
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• R
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• W
• Z
• Subject Index
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