Curriculum : foundations, principles, and issues / Allan C. Ornstein, Francis P. Hunkins.

By: Ornstein, Allan C
Contributor(s): Hunkins, Francis P
Material type: TextTextPublisher: Boston : Pearson, 2009Edition: 5th editionDescription: xv, 344 p. ; 26 cmISBN: 9780205592579 (casebound); 0205592570 (casebound)Subject(s): Curriculum planning -- United States | Curriculum evaluation -- United StatesDDC classification: 375.0010973 Online resources: Table of contents only
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Contents
Chapter 1 The Field of Curriculum
Curriculum Approaches
Behavioral Approach
Managerial Approach
Systems Approach
Academic Approach
Humanistic Approach
Reconceptualist 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
Other Curriculum Domains
The Planned and Unplanned Curriculum
Theory and Practice
From Theory to Practice
Curriculum Certification
The Roles of the Curriculum Worker
Curriculum Worker¿s Responsibilities
The Student¿s Role
The Teacher and the Curriculum
The Principal and the Curriculum
Conclusion


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
Progressivism
Reconstructionism
Conclusion


Chapter 3 Historical Foundations of Curriculum
The Colonial Period:
Three Colonial Regions
Colonial Schools
Old Textbooks, Old Readers
The National Period:
Rush: Science, Progress, and Free Education
Jefferson: Education for Citizenship
Webster: Schoolmaster and Cultural Nationalism
McGuffey: The Readers and American Virtues
Nineteenth-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:
Monitorial Schools
Common Schools
Secondary Schools
Academies
High Schools
The Transitional Period:
Reaffirming the Traditional Curriculum: Three Committees
Harris and Eliot: Two Conservative Reformers
Pressure for a Modern Curriculum
The Field of Curriculum Is Born:
Bobbitt and Charters: Behaviorism and Scientific Principles
Kilpatrick: The Progressive Influence
The Twenty-Sixth Yearbook
Rugg and Caswell: The Development Period
Tyler: Basic Principles
Goodlad: School Reform
Current Focus
Conclusion


Chapter 4 Psychological Foundations of Curriculum
Behaviorism
Connectionism
Thorndike¿s Influence: Tyler, Taba, and Bruner
Classical Conditioning
Operant Conditioning
Acquiring New Operants
Cognitive Psychology
Cognitive Perspective
The Montessori Method
Jean Piaget¿s Theories
Piaget¿s Influence: Tyler, Taba, Bruner, and Kohlberg
Lev Vygotsky¿s Theories
Focus on Thinking and Learning
Emotional Intelligence
Constructivism
Brain Research and Learning
Problem Solving and Creative Thinking
Cognition and Curriculum
Phenomenology and Humanistic Psychology
Gestalt Theory
Maslow: Self-Actualizing Persons
Rogers: Nondirective and Therapeutic Learning
Phenomenology and Curriculum
Conclusion


Chapter 5 Social Foundations of Curriculum
Society, Education, and Schooling
Society and Modal Personality
Social and Developmental Theories
Postmodern Family
New Family Types
New Mores, New Customs
Sex Roles and Sex Differences
Moral Education
Moral Conduct and Controversy
Moral Teaching
Moral Character
Do Schools Make a Difference
The Coleman Report
The Jencks Study
Unaccounted-for Factors
The International Educational Achievement Studies
Learning and Earning: The 1980s and 1990s
Attitude, Achievement, and Family Capital
NAEP/State Standards
Race and Class
Another Option


Part II. Principles of Curriculum

Chapter 6 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
Conclusion


Chapter 7 Curriculum Development
Technical-Scientific Approach
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
The Approach in General
The Deliberation Model
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


Chapter 8 Curriculum Implementation
The Nature of Implementation
Incrementalism
Communication
Support
Implementation as a Change Process
Types of Change
Barriers to Change
Stages of Change
Curriculum Implementation Models
Overcoming-Resistance-to-Change Model
Organizational-Development Model
Concerns-Based Adoption Model
Systems Model
Educational Change Model
Key Players
Students
Teachers
Supervisors
Principals
Curriculum Directors
Curriculum Consultants
Parents and Community Members
Conclusion


Chapter 9 Curriculum Evaluation
The Nature and Purpose of Evaluation
Evaluation Questions
Definitions of Evaluation
Measurement versus Evaluation
Approaches to Evaluation
Scientific versus Humanistic Approach
Utilitarian versus Intuitionist Approach
Intrinsic versus Pay-Off Approach
Formative versus Summative Approach
Evaluation Models
Scientific Models
Humanistic Models
Action-Research Model
Evaluation Steps
Testing
High-Stakes Tests
Norm-Referenced Tests
Criterion-Referenced Tests
Subjective Tests
Alternative Assessment
Human Issues of Evaluation
Key Players in Evaluation
Students
Teachers
Evaluators
Consultants
Parents and Community Members
Conclusion


Part III
Chapter 10 Curriculum Issues and Trends
Reinventing Education
Education as Business
Education as Entertainment
Reform versus Reinvention
Reinventing School Culture
Privatization
A World-Cultures Curriculum
The Politics and Sociology of Education
The Narrow, Bland Curriculum
Multicultural Education
Pedagogy as Political Process
Moral Education
Standards and Testing
Technology, Media, and Curriculum
Conclusion

Includes bibliographical references and indexes.

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