BOOK
Curriculum: Foundations, Principles, and Issues, Global Edition
Allan C. Ornstein | Francis P. Hunkins
(2017)
Additional Information
Book Details
Abstract
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.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover | ||
| Title page | 1 | ||
| Copyright page | 2 | ||
| About the Authors | 4 | ||
| Preface | 5 | ||
| Brief Contents | 7 | ||
| Contents | 8 | ||
| Curriculum Tips | 16 | ||
| VIDEOS FOR REFERENCE | 17 | ||
| 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 | ||
| 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 | 46 | ||
| Chapter 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM | 46 | ||
| Philosophy and Curriculum | 47 | ||
| Philosophy and the Curriculum Worker | 47 | ||
| Philosophy as a Curriculum Source | 48 | ||
| 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 | ||
| 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 | ||
| Cognition and Curriculum | 138 | ||
| Phenomenology and Humanistic Psychology | 138 | ||
| Gestalt Theory | 139 | ||
| Maslow: Self-Actualizing Individuals | 139 | ||
| Rogers: Nondirective and Therapeutic Learning | 140 | ||
| 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 | 176 | ||
| 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 | ||
| 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 | ||
| 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 | ||
| 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 | 330 | ||
| 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 | ||
| 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 | ||
| Name Index | 369 | ||
| A | 369 | ||
| B | 369 | ||
| C | 369 | ||
| D | 369 | ||
| E | 369 | ||
| F | 369 | ||
| G | 370 | ||
| H | 370 | ||
| I | 370 | ||
| J | 370 | ||
| K | 370 | ||
| L | 370 | ||
| M | 370 | ||
| N | 370 | ||
| O | 370 | ||
| P | 371 | ||
| R | 371 | ||
| S | 371 | ||
| T | 371 | ||
| U | 371 | ||
| V | 371 | ||
| W | 371 | ||
| Z | 371 | ||
| Subject Index | 373 | ||
| A | 373 | ||
| B | 373 | ||
| C | 373 | ||
| D | 375 | ||
| E | 376 | ||
| F | 376 | ||
| G | 377 | ||
| H | 377 | ||
| I | 377 | ||
| K | 378 | ||
| L | 378 | ||
| M | 378 | ||
| N | 379 | ||
| O | 379 | ||
| P | 379 | ||
| Q | 380 | ||
| R | 380 | ||
| S | 380 | ||
| T | 381 | ||
| U | 382 | ||
| V | 382 | ||
| W | 382 |