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07803cam a22003134a 4500 |
| 001 - CONTROL NUMBER |
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15264909 |
| 003 - CONTROL NUMBER IDENTIFIER |
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OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20210716120549.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
080417s2009 mau b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2008017223 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780205592579 (casebound) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0205592570 (casebound) |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
BUL |
| Transcribing agency |
BUL |
| Modifying agency |
BUL |
| Language of cataloging |
eng |
| Description conventions |
rda |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
375.0010973 |
| Edition number |
22 |
| Item number |
ORN |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Ornstein, Allan C. |
| 245 10 - TITLE STATEMENT |
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| Title |
Curriculum : |
| Remainder of title |
foundations, principles, and issues / |
| Statement of responsibility, etc. |
Allan C. Ornstein, Francis P. Hunkins. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
5th edition |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Boston : |
| Name of publisher, distributor, etc. |
Pearson, |
| Date of publication, distribution, etc. |
2009. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xv, 344 p. ; |
| Dimensions |
26 cm. |
| 500 ## - GENERAL NOTE |
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| General note |
Contents <br/>Chapter 1 The Field of Curriculum<br/>Curriculum Approaches<br/> Behavioral Approach<br/> Managerial Approach<br/> Systems Approach<br/> Academic Approach<br/> Humanistic Approach<br/> Reconceptualist Approach<br/>Definition of Curriculum<br/> The Challenges of Definition<br/> Background Issues for Defining the Field<br/> Fundamental Questions<br/>Foundations of Curriculum<br/> Curriculum Domains<br/> Curriculum Development<br/> Curriculum Design<br/> Other Curriculum Domains<br/> The Planned and Unplanned Curriculum<br/>Theory and Practice<br/> From Theory to Practice<br/> Curriculum Certification<br/>The Roles of the Curriculum Worker<br/> Curriculum Worker¿s Responsibilities<br/> The Student¿s Role<br/> The Teacher and the Curriculum<br/> The Principal and the Curriculum<br/>Conclusion<br/><br/><br/>Part I<br/>Foundations of Curriculum<br/>Chapter 2 Philosophical Foundations of Curriculum<br/>Philosophy and Curriculum<br/> Philosophy and the Curriculum Worker<br/> Philosophy as a Curriculum Source<br/>Major Philosophies<br/> Idealism<br/> Realism<br/> Pragmatism<br/> Existentialism<br/>Educational Philosophies<br/> Perennialism<br/> Essentialism<br/> Progressivism<br/> Reconstructionism<br/>Conclusion<br/><br/><br/>Chapter 3 Historical Foundations of Curriculum<br/>The Colonial Period: <br/> Three Colonial Regions<br/> Colonial Schools<br/> Old Textbooks, Old Readers<br/>The National Period: <br/> Rush: Science, Progress, and Free Education<br/> Jefferson: Education for Citizenship<br/> Webster: Schoolmaster and Cultural Nationalism<br/> McGuffey: The Readers and American Virtues<br/>Nineteenth-Century European Educators<br/> Pestalozzi: General and Special Methods<br/> Froebel: The Kindergarten Movement<br/> Herbart: Moral and Intellectual Development<br/> Spencer: Utilitarian and Scientific Education<br/>The Rise of Universal Education: <br/> Monitorial Schools<br/> Common Schools<br/> Secondary Schools<br/> Academies<br/> High Schools<br/>The Transitional Period: <br/> Reaffirming the Traditional Curriculum: Three Committees<br/> Harris and Eliot: Two Conservative Reformers<br/> Pressure for a Modern Curriculum<br/>The Field of Curriculum Is Born: <br/> Bobbitt and Charters: Behaviorism and Scientific Principles<br/> Kilpatrick: The Progressive Influence<br/> The Twenty-Sixth Yearbook<br/> Rugg and Caswell: The Development Period<br/> Tyler: Basic Principles<br/> Goodlad: School Reform<br/>Current Focus<br/>Conclusion<br/><br/><br/>Chapter 4 Psychological Foundations of Curriculum<br/>Behaviorism<br/> Connectionism<br/> Thorndike¿s Influence: Tyler, Taba, and Bruner<br/> Classical Conditioning<br/> Operant Conditioning<br/> Acquiring New Operants<br/>Cognitive Psychology<br/> Cognitive Perspective<br/> The Montessori Method<br/> Jean Piaget¿s Theories<br/> Piaget¿s Influence: Tyler, Taba, Bruner, and Kohlberg<br/> Lev Vygotsky¿s Theories<br/> Focus on Thinking and Learning<br/> Emotional Intelligence<br/> Constructivism<br/> Brain Research and Learning<br/> Problem Solving and Creative Thinking<br/> Cognition and Curriculum<br/>Phenomenology and Humanistic Psychology<br/> Gestalt Theory<br/> Maslow: Self-Actualizing Persons<br/> Rogers: Nondirective and Therapeutic Learning<br/> Phenomenology and Curriculum<br/>Conclusion<br/><br/><br/>Chapter 5 Social Foundations of Curriculum<br/>Society, Education, and Schooling<br/> Society and Modal Personality<br/> Social and Developmental Theories<br/>Postmodern Family<br/> New Family Types<br/> New Mores, New Customs<br/>Sex Roles and Sex Differences<br/>Moral Education<br/> Moral Conduct and Controversy<br/> Moral Teaching<br/> Moral Character<br/>Do Schools Make a Difference<br/> The Coleman Report<br/> The Jencks Study<br/> Unaccounted-for Factors<br/> The International Educational Achievement Studies<br/>Learning and Earning: The 1980s and 1990s<br/> Attitude, Achievement, and Family Capital<br/> NAEP/State Standards<br/> Race and Class<br/> Another Option<br/><br/><br/>Part II. Principles of Curriculum<br/><br/>Chapter 6 Curriculum Design<br/>Connecting Conceptions<br/>Components of Design<br/> Sources of Curriculum Design<br/> Conceptual Framework: Horizontal and Vertical Organization<br/>Design Dimension Considerations<br/> Scope<br/> Sequence<br/> Continuity<br/> Integration<br/> Articulation<br/> Balance<br/>Representative Curriculum Designs<br/> Subject-Centered Designs<br/> Learner-Centered Designs<br/> Problem-Centered Designs<br/>Conclusion<br/><br/><br/>Chapter 7 Curriculum Development<br/>Technical-Scientific Approach<br/> The Models of Bobbitt and Charters<br/> The Tyler Model: Four Basic Principles<br/> The Taba Model: Grassroots Rationale<br/> The Backward-Design Model<br/> The Task-Analysis Model<br/>Nontechnical-Nonscientific Approach<br/> The Approach in General<br/> The Deliberation Model<br/>Enacting Curriculum Development<br/> Establishing Curriculum Teams<br/> Generating Aims, Goals, and Objectives<br/> Selecting Curriculum Content<br/> Selecting Curriculum Experiences<br/> Selecting Educational Environments<br/> The Final Synthesis<br/>Participants in Curriculum Development<br/> Teachers<br/> Students<br/> Principals<br/> Curriculum Specialists<br/> Assistant (Associate) Superintendents<br/> Superintendents<br/> Boards of Education<br/> Lay Citizens<br/> The Federal Government<br/> State Agencies<br/> Regional Organizations<br/> Other Participants<br/>Conclusion<br/><br/><br/>Chapter 8 Curriculum Implementation<br/>The Nature of Implementation<br/> Incrementalism<br/> Communication<br/> Support<br/>Implementation as a Change Process<br/> Types of Change<br/> Barriers to Change<br/> Stages of Change<br/>Curriculum Implementation Models<br/> Overcoming-Resistance-to-Change Model<br/> Organizational-Development Model<br/> Concerns-Based Adoption Model<br/> Systems Model<br/> Educational Change Model<br/>Key Players<br/> Students<br/> Teachers<br/> Supervisors<br/> Principals<br/> Curriculum Directors<br/> Curriculum Consultants<br/> Parents and Community Members<br/>Conclusion<br/><br/><br/>Chapter 9 Curriculum Evaluation<br/>The Nature and Purpose of Evaluation<br/> Evaluation Questions<br/> Definitions of Evaluation<br/> Measurement versus Evaluation<br/>Approaches to Evaluation<br/> Scientific versus Humanistic Approach<br/> Utilitarian versus Intuitionist Approach<br/> Intrinsic versus Pay-Off Approach<br/> Formative versus Summative Approach<br/>Evaluation Models<br/> Scientific Models<br/> Humanistic Models<br/> Action-Research Model<br/>Evaluation Steps<br/>Testing<br/> High-Stakes Tests<br/> Norm-Referenced Tests<br/> Criterion-Referenced Tests<br/> Subjective Tests<br/>Alternative Assessment<br/>Human Issues of Evaluation<br/>Key Players in Evaluation<br/> Students<br/> Teachers<br/> Evaluators<br/> Consultants<br/> Parents and Community Members<br/>Conclusion<br/><br/><br/>Part III<br/>Chapter 10 Curriculum Issues and Trends<br/>Reinventing Education<br/> Education as Business<br/> Education as Entertainment<br/> Reform versus Reinvention<br/> Reinventing School Culture<br/> Privatization<br/> A World-Cultures Curriculum<br/>The Politics and Sociology of Education<br/> The Narrow, Bland Curriculum<br/> Multicultural Education<br/> Pedagogy as Political Process<br/>Moral Education<br/>Standards and Testing<br/>Technology, Media, and Curriculum<br/>Conclusion |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references and indexes. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Curriculum planning |
| Geographic subdivision |
United States. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Curriculum evaluation |
| Geographic subdivision |
United States. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Hunkins, Francis P. |
| 856 41 - ELECTRONIC LOCATION AND ACCESS |
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| Materials specified |
Table of contents only |
| Uniform Resource Identifier |
<a href="http://www.loc.gov/catdir/toc/ecip0816/2008017223.html">http://www.loc.gov/catdir/toc/ecip0816/2008017223.html</a> |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
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| a |
7 |
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cbc |
| c |
orignew |
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1 |
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ecip |
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20 |
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y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
Book Open Access |
| Edition |
5th edition |
| Classification part |
375.90010973 |
| Item part |
1 |
| Call number prefix |
ORN |
| Call number suffix |
375.90010973 ORN |
