Curriculum Development: Theory Into PracticeWith its focus on the application of theory to actual classroom practice, this book' s treatment of the full spectrum of curriculum design and practice has set the standard for completeness for nearly two decades. Part I explores the historical roots of current curriculum issues and practices, emphasizing the assessment of leading efforts at reform. Part II offers a critique of changing concepts of curriculum, conflicting curriculum and educational rationales, and influences for and against change. In Part III, major crosscurrents in reform and reconstruction are discussed, including social crises, the " knowledge explosion" , curriculum articulation, and emerging designs. Part IV focuses on curriculum research and improvement, paying particular attention to the roles of teachers, supervisors, administrators, and curriculum specialists in the process. |
Contents
AN APPROACH TO DESIGNING THE CURRICULUM | 1 |
An Approach to Designing the Curriculum | 9 |
PART | 15 |
Copyright | |
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ability ability grouping abstract achievement active learning adequate analysis apply areas aspects attitudes basic ideas behavior chapter character structure classroom cognitive concept Contra Costa County creative criteria culture curriculum development curriculum planning decisions developmental developmental sequence diagnosis difficulties discipline discussion effective emphasis ethnocentricity evaluation example facts feelings formulating function grade human important individual integration intel intellectual intelligence interpretation involves J. P. Guilford knowledge learners learning activities learning experiences logical materials mathematics means ment mental methods motivation nature needs objectives organization orientation patterns points portunities possible practice principles problems processes productive psychological reading relations relationships requires riculum riences role sample scope selection sequence skills social learning social studies society specific subject matter suggests Taba task teachers teaching tests theory thinking thought tion transfer of learning understanding units values vidual