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PDF 2017 – Pearson – ISBN: 1292162074 – Curriculum – Foundations, Principles, and Issues, 7th edition By Allan C. Ornstein and Francis P. Hunkins # 11481
English | | 2017 | 384 pages | PDF | 5 MB
- Where To Download Conduct And Character Readings In Moral Theory 6th Edition A few genres available in eBooks at Freebooksy include Science Fiction, Horror, Mystery/Thriller, Romance/Chick Lit, and Religion/Spirituality. Conduct And Character Readings In CONDUCT AND CHARACTER is a concise anthology of readings in ethical theory.
- Conduct and Character 6th edition (371. CONDUCT AND CHARACTER: READINGS IN MORAL THEORY uses fascinating and easy-to-follow selections from the world's best philosophers to present basic ethical theory in a way you can understand. And because it has writings from both sides of an issue, you'll get the whole story.
Geared for graduate and doctoral level students specializing in curriculum supervision and administration and educational leadership. May also be appropriate for some upper level undergraduate and graduate level introductory education courses.
A comprehensive, thoroughly documented, balanced overview of the foundations, principles, and issues of curriculum–from leaders in the field.
This balanced, comprehensive view of the entire field of curriculum encourages readers to consider choices and formulate their own views on curriculum foundations, principles, and issues. Rather than focusing on either theory or practice, or advancing a particular political or social position, or approaching the field of curriculum as an administrative challenge, this book gives readers the information they need to develop their own opinions on curriculum today as well as their outlooks for the future. Curriculum: Foundations, Principles, and Issues covers the latest topics in education that impact the curriculum and features Learning Outcomes, Discussion Questions, and Curriculum Tips to enhance understanding of the material.
Brief Contents
Chapter 1 The Field of Curriculum 19
Chapter 2 Philosophical Foundations of Curriculum 46
Chapter 3 Historical Foundations of Curriculum 75
Chapter 4 Psychological Foundations of Curriculum 112
Chapter 5 Social Foundations of Curriculum 151
Chapter 6 Curriculum Design 176
Chapter 7 Curriculum Development 208
Chapter 8 Curriculum Implementation 256
Chapter 9 Curriculum Evaluation 286
Chapter 10 International Scenes in Education 330
Full Contents
Chapter 1 THE FIELD OF CURRICULUM 19
Curriculum Approaches 20
Behavioral Approach 20
Managerial Approach 21
Systems Approach 23
Academic Approach 24
Humanistic Approach 25
Postmodern Approach 26
Definition of Curriculum 26
The Challenges of Definition 27
Background Issues for Defining the Field 27
Fundamental Questions 28
Foundations of Curriculum 28
Curriculum Domains 30
Curriculum Development 30
Curriculum Design 31
Planned and Unplanned Curriculum 32
Theory and Practice 33
From Theory to Practice 33
Curriculum Certification 35
The Roles of the Curriculum Worker 36
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The Curriculum Worker’s Responsibilities 37
The Student’s Role 38
The Teacher and the Curriculum 38
The Principal and the Curriculum 39
Changing Professional Roles: Standards and Testing 40
Conclusion 41
Discussion Questions 41
Notes 41
Part I FOUNDATIONS OF CURRICULUM
Chapter 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM 46
Philosophy and Curriculum 47
Philosophy and the Curriculum Worker 47
Philosophy as a Curriculum Source 48
Contents ❖ 9
Major Philosophies 49
Idealism 49
Realism 49
Pragmatism 50
Existentialism 50
Educational Philosophies 51
Perennialism 52
Essentialism: Reaffirming the Best and Brightest 54
Progressivism 57
Reconstructionism 62
Conclusion 69
Discussion Questions 70
Notes 70
Chapter 3 HISTORICAL FOUNDATIONS OF CURRICULUM 75
The Colonial Period: 1642–1776 75
Three Colonial Regions 76
Colonial Schools 76
Old Textbooks, Old Readers 77
The National Period: 1776–1850 78
Rush: Science, Progress, and Free Education 79
Jefferson: Education for Citizenship 79
Webster: Schoolmaster and Cultural Nationalist 79
McGuffey: The Readers and American Virtues 80
19th Century European Educators 81
Pestalozzi: General and Special Methods 81
Froebel: The Kindergarten Movement 82
Herbart: Moral and Intellectual Development 82
Spencer: Utilitarian and Scientific Education 83
The Rise of Universal Education: 1820–1900 84
Monitorial Schools 84
Common Schools 84
Elementary Schools 85
Secondary Schools 86
Academies 86
High Schools 87
The Transitional Period: 1893–1918 88
Reaffirming the Traditional Curriculum: Three Committees 89
Harris and Eliot: Two Conservative Reformers 91
Vocational Education 92
Pressure for a Modern Curriculum 93
The Birth of the Field of Curriculum: 1918–1949 95
Bobbitt and Charters: Behaviorism and Scientific Principles 95
Kilpatrick: The Progressive Influence 97
The Twenty-sixth Yearbook 98
Rugg and Caswell: The Development Period 99
Eight-Year Study 100
Tyler: Basic Principles 101
Goodlad: School Reform 102
Pinar: Reconceptualizing Curriculum Theory 105
Freire: From “Banking Concept” of Education to Problem Posing 106
Current Focus 106
Conclusion 107
Discussion Questions 107
Notes 108
Chapter 4 PSYCHOLOGICAL FOUNDATIONS OF CURRICULUM 112
Behaviorism 113
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Connectionism 113
Thorndike’s Influence: Tyler, Taba, and Bruner 114
Behaviorist Reinforcement Theory 115
Operant Conditioning 116
Acquiring New Operants 116
Behaviorism and Curriculum 119
Cognitive Psychology 121
Cognitive Perspective 121
The Montessori Method 122
Jean Piaget’s Theories 123
Piaget’s Influence: Tyler, Taba, Bruner, and Kohlberg 124
Developmental Theories: Beyond Piaget 125
Bloom: Early Environment 126
Lev Vygotsky’s Theories 127
IQ Thinking and Learning 128
Constructivism 131
Brain Research and Learning 132
The Impact of Technology on the Brain and Learning 132
Problem Solving and Creative Thinking 133
Innovation and Technology 137
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Cognition and Curriculum 138
Phenomenology and Humanistic Psychology 138
Gestalt Theory 139
Maslow: Self-Actualizing Individuals 139
Rogers: Nondirective and Therapeutic Learning 140
10 ❖ Contents
Social and Emotional Intelligence 142
Positive Psychology and Mindsets 142
Phenomenology and Curriculum 143
Conclusion 145
Discussion Questions 146
Notes 146
Chapter 5 SOCIAL FOUNDATIONS OF CURRICULUM 151
Society, Education, and Schooling 151
Society and Modal Personality 152
Social and Developmental Theories 152
Changing American Society 154
Postmodern Society 155
Postindustrial Society: Bits and Bytes 155
Postnuclear Family 156
New Family Types 156
Moral/Character Education 157
Moral Conduct and Controversy 157
Moral Teaching 159
Moral Character 160
Performance Character 161
Binary Bits and Reading Habits 161
The Culture of the School 163
Conformity in Class 163
Coping and Caring 164
Culture of the Classroom 165
The Peer Group 166
Peer Culture and the School 167
Peer and Racial Groups 168
Social Class and Academic Achievement 169
Global Achievement 170
Conclusion 171
Discussion Questions 172
Notes 172
Part II PRINCIPLES OF CURRICULUM
Chapter 6 CURRICULUM DESIGN 176
Complexities of Curriculum Design 176
Connecting Conceptions 178
Components of Design 179
Sources of Curriculum Design 179
Conceptual Framework: Horizontal and Vertical Organization 183
Contents ❖ 11
Design Dimension Considerations 184
Scope 184
Sequence 185
Continuity 186
Integration 186
Articulation 187
Balance 187
Representative Curriculum Designs 188
Subject-Centered Designs 188
Learner-Centered Designs 193
Problem-Centered Designs 199
Curriculum Design Theoretical Frameworks 201
The Shadows within Curricula 202
Conclusion 203
Discussion Questions 204
Notes 204
Chapter 7 CURRICULUM DEVELOPMENT 208
Technical-Scientific Approach (Modernist Perspective) 210
The Models of Bobbitt and Charters 211
The Tyler Model: Four Basic Principles 212
The Taba Model: Grassroots Rationale 213
The Backward-Design Model 214
The Task-Analysis Model 215
Nontechnical-Nonscientific Approach (Postmodernist, Postconstructivist
Perspective) 217
The Deliberation Model 218
Slattery’s Approach to Curriculum Development 220
Doll’s Model of Curriculum Development 220
Enacting Curriculum Development 222
Establishing Curriculum Teams 223
Generating Aims, Goals, and Objectives 223
Selecting Curriculum Content 232
Selecting Curriculum Experiences 238
Selecting Educational Environments 239
The Final Synthesis 243
Participants in Curriculum Development 243
Teachers 243
Students 244
Principals 245
Curriculum Specialists 246
Assistant (Associate) Superintendents 246
12 ❖ Contents
Superintendents 246
Boards of Education 247
Lay Citizens 247
The Federal Government 248
State Agencies 248
Regional Organizations 249
Other Participants 249
Conclusion 250
Discussion Questions 251
Notes 251
Chapter 8 CURRICULUM IMPLEMENTATION 256
The Nature of Implementation 257
Incrementalism 258
Communication 259
Support 260
Implementation as a Change Process 262
Types of Change 263
Resistance to Change 265
Stages of Change 269
Curriculum Implementation Models 270
Modernist Models 271
Postmodernist Models 275
Factors Affecting Implementation 276
Key Players 277
Students 277
Teachers 279
Supervisors 279
Principals 280
Curriculum Directors 280
Curriculum Consultants 280
Parents and Community Members 280
Conclusion 282
Discussion Questions 282
Notes 282
Chapter 9 CURRICULUM EVALUATION 286
The Nature and Purpose of Evaluation 291
Evaluation Questions 293
Definitions of Evaluation 294
Measurement versus Evaluation 295
Approaches to Evaluation 295
Scientific, Modernist Approach to Evaluation 295
Contents ❖ 13
Humanistic, Postmodernist Approach to Evaluation 296
Scientific, Modernist Approach versus Humanistic, Postmodernist Approach 298
Utilitarian versus Intuitionist Approach 301
Intrinsic versus Payoff Approach 302
Formative and Summative Evaluation 302
Evaluation Models 306
Scientific Models, Modernist Models 307
Humanistic Models, Postmodernist Models 309
Action-Research Model 312
Testing 313
High-Stakes Tests 314
Norm-Referenced Tests 316
Criterion-Referenced Tests 317
Subjective Tests 319
Alternative Assessment 319
Human Issues of Evaluation 321
Challenges in the 21st Century 324
Conclusion 325
Discussion Questions 325
Notes 325
Part III ISSUES OF CURRICULUM
Chapter 10 INTERNATIONAL SCENES IN EDUCATION 330
Education in Particular Countries 334
Finland 335
Background 335
The Uniqueness of Finland 336
Finnish Education: Cultural Linchpin 337
Ministry of Education 337
The Finnish Educational System 337
Lessons from Finland 339
Australia 341
Background 341
The Australian Educational System 342
Teacher Education 344
Lessons from Australia 345
China 345
Background 345
The Chinese Education System 347
State Education Commission 347
Teacher Education 351
Lessons from China 351
14 ❖ Contents
Contents ❖ 15
Singapore 352
Background 352
The Singapore Education System 352
Primary School Education 353
Secondary School Education 354
Post-Secondary Options 355
Teacher Education 355
Lessons from Singapore 356
Republic of South Africa 356
Background 356
The South African Education System 359
The Department of Education 360
Teacher Education 361
Lessons from South Africa 361
Conclusion 363
Discussion Questions 364
Notes 364