Fundamentals of Curriculum : Passion and Professionalism (2ND)

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Fundamentals of Curriculum : Passion and Professionalism (2ND)

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  • 製本 Paperback:紙装版/ペーパーバック版/ページ数 400 p.
  • 言語 ENG,ENG
  • 商品コード 9780805835021
  • DDC分類 375.0010973

Table of Contents

Preface                                            xiii
PART 1 Perspectives
Curriculum work 3 (22)
Questions 3 (1)
People care about curriculum 3 (1)
Curriculum work today 4 (1)
What is a curriculum? 5 (8)
A new teacher meets a school curriculum 10 (3)
Why curriculum questions matter 13 (2)
The work curriculums require 15 (3)
Arenas of curriculum work 15 (1)
Who does curriculum work? 16 (2)
The nature of curriculum work 18 (2)
Curriculum work in the new millenium 20 (2)
What curriculum professionals need to know 22 (1)
Questions and projects 23 (1)
Further study 24 (1)
Traditions of curriculum practice 25 (30)
Questions 25 (1)
The American school curriculum before 1890 25 (7)
The progressive transformation of the 32 (7)
school: 1890--1930
Broadened elementary curriculum 32 (1)
New textbooks and curriculum materials 33 (1)
The decline and fall of the classics 33 (2)
Reorganizing the secondary school 35 (1)
studies
The rise of vocational education 36 (1)
Invention of procedures for planned 37 (2)
curriculum change
Professionalization of curriculum-making: 39 (5)
1930--1960
Content to meet the needs of youth 40 (1)
Experiments with new ways of organizing 41 (1)
the curriculum
The eight-year study 42 (1)
Political battles between progressives 43 (1)
and traditionalists
The professionalization of curriculum 44 (1)
reform
Toward a national curriculum policy: 44 (7)
1960--present
Post-sputnik curriculum projects 44 (1)
Education of the disadvantaged 45 (1)
Multiculturalism and the culture wars 46 (1)
Economic competitiveness 47 (2)
Learning for understanding 49 (1)
Summary 50 (1)
The lessons of history 50 (1)
Using history to make curriculum decisions 51 (1)
Questions and projects 52 (1)
Further study 53 (2)
Curriculum theories 55 (40)
Questions 55 (1)
Introduction 55 (1)
Curricular ideals 56 (4)
Some traditional ideals 57 (2)
Commonplaces of curriculum thought 59 (1)
Curriculum theories 60 (12)
Examples of classic curriculum thought 60 (6)
Two modern curriculum theories in the 66 (3)
classic tradition
New directions in curriculum theorizing 69 (3)
Marks of quality in a curriculum theory 72 (4)
Validity 72 (2)
Theoretical power 74 (1)
Serviceability 74 (1)
Morality 74 (2)
Reading curriculum theory 76 (16)
Guidelines 76 (1)
An example: Critical reading of Howard
Gardner's
The Disciplined Mind 77 (15)
Summary and conclusion 92 (1)
Questions and projects 93 (1)
Further study 93 (2)
Curriculum reform 95 (36)
Questions 95 (1)
My first experience with curriculum reform 95 (1)
Curriculum reform movements 96 (6)
Federal curriculum policy 98 (3)
Why curriculum reform? 101 (1)
The American curriculum influence system 102 (10)
Official agencies responsible for 102 (2)
curriculum
Official curriculum decisions by state 104 (3)
governments
Official curriculum decisions by local 107 (2)
school districts
Unofficial curriculum decision-making 109 (3)
in the American system
Reforms in the American curriculum 112 (2)
influence system
Federal role in curriculum reform 113 (1)
Strengths and limitations of the American 114 (4)
system
Strengths 114 (1)
Limitations 115 (2)
Summary 117 (1)
Why the American system works: Negotiated 118 (5)
design
An example of negotiated design 121 (2)
Reforming successfully 123 (5)
Standards-based reforms 123 (1)
Teacher professionalism 124 (1)
Explicit curriculum policy 124 (3)
Networks and collaboratives 127 (1)
Questions and projects 128 (1)
Further study 129 (2)
Curriculum studies 131 (46)
Questions 131 (1)
Studying curriculum questions 131 (2)
Three curriculum studies 133 (6)
A survey of mathematics reforms in 133 (2)
schools and classrooms
A comparison of progressive and 135 (2)
traditional mathematics programs in two
schools
A critical analysis of concepts 137 (1)
underlying the mathematics curriculum
How studies help 138 (1)
Three research traditions 139 (12)
Scientific traditions 139 (3)
Humanistic traditions 142 (5)
Practical traditions 147 (4)
These traditions are complementary 151 (1)
Using research findings 151 (10)
Why research is often hard to understand 153 (1)
Challenges of using research 153 (8)
Doing curriculum studies 161 (4)
Steep yourself in a research tradition 162 (1)
Focus on a problem area 163 (1)
Develop your technique 163 (1)
Participate in research 164 (1)
Doing better curriculum studies 165 (4)
What is good curriculum research? 165 (3)
Beyond rigor 168 (1)
Conclusion 169 (1)
Questions and projects 169 (2)
Further study 171 (6)
PART 2 Practice
Curriculum practice 177 (36)
Questions 177 (1)
Curriculum practice 177 (1)
Teaching a curriculum 178 (13)
Teachers bring the classroom curriculum 178 (5)
to life
Students influence the classroom 183 (2)
curriculum
Challenges of realizing a classroom 185 (6)
curriculum
Sustaining a school curriculum 191 (16)
American public schools 191 (3)
The central office 194 (4)
The school curriculum 198 (7)
Qualities needed for school curriculum 205 (2)
leadership
Curriculum practice in school and 207 (1)
classroom
Questions and projects 207 (2)
Further study 209 (4)
Improving curriculum practice 213 (34)
Questions 213 (1)
Approaches to curriculum improvement 213 (2)
The realm of the practical 215 (12)
Practical reason 215 (2)
A curriculum problem considered and 217 (3)
resolved
Skills of practical reasoning 220 (7)
Using practical reason in curriculum 227 (7)
improvement
Analyze deliberations 227 (3)
Pose problems more insightfully 230 (1)
Consider more promising alternatives 231 (1)
Choose more judiciously 232 (2)
Balance diverse considerations 234 (1)
Helping practical reason work 234 (10)
The deliberative ideal 235 (1)
Challenges of deliberation 235 (2)
Managing deliberation's difficulties: 237 (5)
Some practical arts
Limitations of deliberation in 242 (2)
curriculum
Practical approaches to curriculum 244 (1)
improvement
Questions and projects 245 (1)
Further study 246 (1)
Improving classroom curriculum 247 (32)
Questions 247 (1)
Changing the classroom curriculum: The 247 (5)
hardest curriculum problem?
Conventional classrooms 248 (3)
Why conventional classrooms persist 251 (1)
What it takes to change the classroom 252 (6)
curriculum
Opportunity to study the change proposal 252 (1)
A voice in the adoption deliberations 253 (1)
Incentives to undertake the change 254 (1)
effort
Opportunity to learn the new content 255 (1)
Opportunity to master new teaching 255 (1)
skills
Access to resources 256 (1)
Ways to check the quality of classroom 256 (1)
realization
Continuing support 257 (1)
Bottom line: Extra time, effort, and 257 (1)
resources
Approaches to improving classroom 258 (17)
curriculum
Common approaches to improving 258 (13)
classroom curriculum
Promising new approaches 271 (4)
Questions and projects 275 (1)
Further study 276 (3)
Improving school curriculum 279 (40)
Questions 279 (1)
Common approaches to school curriculum 279 (21)
improvement
Reviewing the quality of a school 282 (6)
curriculum
Considering curriculum changes 288 (3)
Instituting curriculum change efforts 291 (3)
Facilitating curriculum change in 294 (6)
classrooms
Imperatives for school curriculum 300 (7)
improvement
Achieving working agreement 300 (3)
Making principled decisions 303 (1)
Working constructively with teachers 303 (2)
Seeking substantial, lasting 305 (1)
improvements
Facing conflict constructively 306 (1)
Combining curriculum work with other 307 (1)
initiatives
Local curriculum improvement projects 307 (7)
Mounting local projects 307 (5)
Using ideas from theory and research 312 (1)
Affiliating with national reform 313 (1)
consortiums
Long-range planning for curriculum 314 (1)
improvement
Concluding note on the importance of 315 (1)
leadership
Questions and projects 315 (2)
Further study 317 (2)
References 319 (10)
Index 329