Key concepts for understanding curriculum:
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
London [u.a.]
RoutledgeFalmer
2004
|
| Edition: | 3. ed. |
| Series: | The teachers' library
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | XVII, 274 S. |
| ISBN: | 041531917x 0415319188 |
Staff View
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Record in the Search Index
| _version_ | 1804133257534504960 |
|---|---|
| adam_text | Contents
List of Tables xiv
List of Figures xv
Preface xvi
Part I Introduction 1
1 What Is Curriculum? 3
Introduction 3
Some Definitions of Curriculum 3
Characteristics of Curriculum 7
Who Is involved in Curriculum? 8
Reflections and Issues 9
2 Introducing Key Concepts 10
Introduction 10
Searching for Key Concepts 10
Categories of Concepts Included in this Volume 11
• Generic categories 12
• Alternative perspectives 14
Concluding Comments 16
Part II Curriculum Planning and Development 17
3 Curriculum Frameworks 19
Introduction 19
What Is a Curriculum Framework? 19
Frameworks Produced by Theorists and Educators 19
Recent Approaches 21
• Components 21
• Features 21
• Impact upon Teachers 22
Advantages of Using Curriculum Frameworks 22
Disadvantages of Using Curriculum Frameworks 23
Examples 23
• United Kingdom 23
• Australia 24
Reflections and Issues 26
Contents
4 Objectives, Learning Outcomes and Standards 27
Introduction 27
Objectives 27
Outcomes 28
Standards 29
The Relative Merits of Objectives, Outcomes and Standards 30
Types of Objectives 31
• Behavioural Objectives 32
• Instructional Objectives 33
Classifying Objectives 33
Concluding Comments 34
Reflections and Issues 35
5 Selecting and Organizing Teaching and Learning Modes 36
Introduction 36
Matching Teacher and Student Priorities 36
Making Use of Technology 39
Phases of Instruction 42
Teaching and Learning Modes 42
Examples of Modes 42
• Directed Questioning 42
• Cooperative Learning 45
Concluding Comments 47
Reflections and Issues 48
6 Assessment, Grading and Reporting 49
Introduction 49
Assessment 49
Reasons for Assessment 49
Assessing for Whom? 51
Important Emphases in Assessment 51
• Diagnostic-Formative-Summative 51
• Informal-Formal 52
• Norm-referenced-Criterion-referenced 52
• Process-Product 54
• Learner-judged-Teacher-judged 54
• Internal-External 55
• Inclusive-Exclusive 56
• Technicist-Liberal-Postmodernist 56
Authentic Assessment 56
Commonly Used Assessment Techniques 58
• Portfolios 58
Record-keeping and Reporting 61
Trends in Reporting 62
Contents
New Developments in Assessment and Reporting 63
Concluding Comments 63
Reflections and Issues 64
7 Curriculum Implementation 65
Introduction 65
Definitions and Terms 65
Factors Affecting Implementation 67
Problems of Describing/Measuring Implementation 69
• Measuring Student Activities and Achievements 69
• Measuring Use of Curriculum Materials 70
• Measuring Teacher Activities 70
Examples 72
• Hong Kong 72
• United Kingdom 73
Concluding Comments 74
Reflections and Issues 74
Part III Curriculum Management 77
8 Innovation and Planned Change 79
Introduction 79
Some Basic Terms 80
The Process of Educational Change 81
Change Leaders 84
Diffusion and Dissemination 84
Change Strategies and Tactics 85
Contexts of Innovations 86
Models of Change 88
Which Innovations Last? 89
Reflections and Issues 90
9 Leadership and the School Principal 92
Introduction 92
Expectations about the Role of Principal 92
Leadership and School Principals 93
• Functions/Standards 93
• Qualities 95
Leadership Style 95
Concluding Comments 96
Reflections and Issues 97
10 School-based Management 98
Introduction 98
Some Basic Terms 98
Research on SBM 99
SBM Characteristics 100
Contents
Examples 101
• United Kingdom 101
• Australia 102
• USA 103
Concluding Comments 104
Reflections and Issues 105
11 School Evaluations/Reviews 106
Introduction 106
Some Basic Terms 106
Purposes 108
What to Evaluate 109
Persons Involved 113
Concluding Comments 114
Reflections and Issues 114
12 Curriculum Reform 116
Introduction 116
What is Curriculum Reform? 116
Ideology and Reform 117
Categories of Reforms 118
Reform Reports 119
Examples 119
• United Kingdom 119
• USA 120
Concluding Comments 121
Reflections and Issues 122
Part IV Teaching Perspectives 123
13 Learning Environments 125
Introduction 125
Classroom Settings 125
• Room Arrangement Principles 126
• Floor Space 126
• Arrangement of Student Desks 127
• Arrangement of Furniture and Equipment 127
• Learning Stations and Work Centres 127
• Pin-up Boards and Bulletin Boards 128
• Special Items 128
Other Physical and Psychological Factors in the Classroom 128
• Colour 129
• Noise 130
• Temperature 131
• Seating Comfort 131
• Class Size 132
Contents
Psychosocial Environment 132
Other Learning Settings 133
Concluding Comments 133
Reflections and Issues 134
14 Teacher Appraisal 136
Introduction 136
Some Basic Terms 136
Teacher Appraisal Developments 138
• United Kingdom 138
• USA 139
• Australia 140
Why Do Teacher Appraisals? 141
Teaching Portfolios 142
Problems and Issues 143
Concluding Comments 145
Reflections and Issues 145
Part V Collaborative Involvement in Curriculum 147
15 Collaborative Teacher Planning and Empowerment 149
Introduction 149
Some Basic Terms 149
Collaborative Approaches 151
Conditions Necessary for Collaboration 153
• Collaborative Activities and Students 155
• Collaborative Activities and Principals 155
Empowerment of Teachers and Students 156
Empowerment and School Support 156
Problems and Issues 158
Concluding Comments 158
Reflections and Issues 159
16 Decision-makers, Stakeholders and Influences 160
Introduction 160
Some Basic Terms 160
Classification 161
Decision-makers 161
• Politicians 161
• Superintendents/Chief Education Officers/Directors General 163
• State Departments/Local Education Authorities 163
• Assessment Boards 164
• Teacher Unions 164
• Parents and School Councils/Boards 165
• School Principals/Heads 165
• Teachers 166
Contents
• Students 167
• Academics 167
• Employers 168
Influences 169
• Professional Associations 169
• Textbook Writers 169
• National/Federal Agencies 170
• Media 171
• Educational Consultants 171
• Lobby Groups 171
• The Courts 171
• Research and Testing Organizations 172
• Commercial Sponsorship/Contracting Out 172
Other Categorizations 173
Reflections and Issues 173
17 Action Research/Teachers as Researchers 175
Introduction 175
Some Basic Terms 175
Making a Start with Action Research 176
Modes of Action Research 178
• Purposes dimension 178
• Theoretical Orientation Dimension 178
• Types of reflection dimension 180
Limiting Factors 180
Impact of Action Research upon Schools 180
Concluding Comments 181
18 Parent-Teacher Participation 183
Introduction 183
Some Basic Terms 183
Claims and Counterclaims about Parent Participation 184
A Continuum of Parent Participation 186
Intended Practices and Actual Outcomes 189
Training Needs 191
• Parents 191
• Teachers 192
School Councils 192
Reflections and Issues 194
Part VI Curriculum Ideology 197
19 Curriculum Theorizing 199
Introduction 199
Approaches 199
• Curriculum Models 200
Contents
• Curriculum Theorizing 200
Categories 201
• Prescriptive Theorizers: Creating the Best Curricula Possible 201
• Descriptive Theorizers: Mapping the Procedures of Curriculum
Development 203
• Critical Exploratory Theorizers: Understanding Curriculum in
Terms of What Has Been, Is, and Might Be 207
Concluding Comments 212
Reflections and Issues 212
20 Gender Inequalities and the Curriculum 214
Introduction 214
Gender Analysis and Feminist Pedagogy 214
Historical Background 215
Feminist Critiques of Schooling 216
• Students 218
• Teachers 219
• Gender Differences in Society 219
Gender Analysis and Male Identity 221
Concluding Comments 222
Reflections and Issues 223
21 Postmodernism and the Curriculum 224
Introduction 224
Some Major Terms 224
• Poststructuralism 225
• Decontructionism 226
• Postcolonialism 226
• Postmodernism and Schooling 227
Postmodernism and the Curriculum 228
• Methods 229
Critics of Postmodernism 230
Concluding Comments 232
Reflections and Issues 232
References 234
Index 000
|
| any_adam_object | 1 |
| author | Marsh, Colin J. 1939-2012 |
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| dewey-ones | 375 - Curricula |
| dewey-raw | 375/.001 |
| dewey-search | 375/.001 |
| dewey-sort | 3375 11 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 3. ed. |
| format | Book |
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| spelling | Marsh, Colin J. 1939-2012 Verfasser (DE-588)13698732X aut Key concepts for understanding curriculum Colin J. Marsh 3. ed. London [u.a.] RoutledgeFalmer 2004 XVII, 274 S. txt rdacontent n rdamedia nc rdacarrier The teachers' library Programmes d'études - Planification Erziehung Philosophie Curriculum planning Education Curricula Education Curricula Philosophy Educational tests and measurements Curriculumforschung (DE-588)4148409-5 gnd rswk-swf Curriculum (DE-588)4010781-4 gnd rswk-swf Curriculum (DE-588)4010781-4 s DE-604 Curriculumforschung (DE-588)4148409-5 s 1\p DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=013101788&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Marsh, Colin J. 1939-2012 Key concepts for understanding curriculum Programmes d'études - Planification Erziehung Philosophie Curriculum planning Education Curricula Education Curricula Philosophy Educational tests and measurements Curriculumforschung (DE-588)4148409-5 gnd Curriculum (DE-588)4010781-4 gnd |
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| title | Key concepts for understanding curriculum |
| title_auth | Key concepts for understanding curriculum |
| title_exact_search | Key concepts for understanding curriculum |
| title_full | Key concepts for understanding curriculum Colin J. Marsh |
| title_fullStr | Key concepts for understanding curriculum Colin J. Marsh |
| title_full_unstemmed | Key concepts for understanding curriculum Colin J. Marsh |
| title_short | Key concepts for understanding curriculum |
| title_sort | key concepts for understanding curriculum |
| topic | Programmes d'études - Planification Erziehung Philosophie Curriculum planning Education Curricula Education Curricula Philosophy Educational tests and measurements Curriculumforschung (DE-588)4148409-5 gnd Curriculum (DE-588)4010781-4 gnd |
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