Contemporary curriculum in thought and action:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Hoboken, NJ
Wiley
c2006
|
| Ausgabe: | 6. ed. |
| Schriftenreihe: | Wiley Jossey-Bass education
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Rev. ed. of: Curriculum. 5th ed. c1996. Includes bibliographical references and index |
| Beschreibung: | xv, 362 p. ill. 26 cm |
| ISBN: | 0471459755 |
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Datensatz im Suchindex
| _version_ | 1804133566029758464 |
|---|---|
| adam_text | CONTENTS PREFACE XI PART CONCEPTIONS OF CURRICULUM CHAPTER 1 THE
HUMANISTIC CURRICULUM 3 CHARACTERISTICS OF THE HUMANISTIC CURRICULUM 5
PURPOSE 5 ROLE OF THE TEACHER 5 DIRECTIONS IN HUMANISTIC CURRICULUM 5 A
CONFLUENT CURRICULUM 6 CONSCIOUSNESS AND TRANSCENDENCY 7 RESPONSES TO
DEPERSONALIZATION 8 PSYCHOLOGICAL FOUNDATIONS OF THE HUMANISTIC
CURRICULUM 13 THIRD FORCE PSYCHOLOGY 13 HISTORICAL ANTECEDENTS TO THE
HUMANISTIC CURRICULUM 17 ANCIENT GREEKS AND ROMANS 17 TRADITIONAL
HUMANITIES 18 PROGRESSIVE EDUCATION 19 SPIRITUAL IMAGES 19 CRITICISMS OF
THE HUMANISTIC CURRICULUM 19 CONCLUDING COMMENTS 21 CHAPTER 2 THE SOCIAL
RECONSTRUCTIONIST CURRICULUM 24 CHARACTERISTICS OF THE SOCIAL
RECONSTRUCTIONIST CURRICULUM 24 PURPOSE 24 ROLE OF THE TEACHER 25 SOCIAL
RECONSTRUCTION IN PRACTICE 25 CHANGING THE COMMUNITY 25 FREIRE S SOCIAL
RECONSTRUCTIONISM 27 NEO-MARXISTS 29 FUTUROLOGISTS 32 SOCIAL ADAPTATION
VERSUS SOCIAL RECONSTRUCTION 34 PSYCHOLOGICAL FOUNDATIONS OF SOCIAL
RECONSTRUCTION 35 CULTURAL PSYCHOLOGY AS A SOURCE 35 PSYCHOANALYTICAL
PSYCHOLOGY AND SOCIAL RECONSTRUCTION 37 HISTORICAL ANTECEDENTS TO SOCIAL
RECONSTRUCTION 37 CRITICISMS OF SOCIAL RECONSTRUCTIONISM 40 CONCLUDING
COMMENTS 41 CHAPTER 3 THE SYSTEMIC CURRICULUM 44 ALIGNMENT 45
ACCOUNTABILITY 45 STANDARDS-BASED CURRICULUM 46 POLICIES FOR
STANDARDS-BASED CURRICULUM 46 STANDARDS-BASED CURRICULUM IN THE
CLASSROOM 49 PSYCHOLOGICAL FOUNDATIONS OF THE SYSTEMIC CURRICULUM 51
HISTORICAL ANTECEDENTS TO THE SYSTEMIC CURRICULUM 52 CONSEQUENCES OF
SYSTEMIC CURRICULUM 54 CONCLUDING COMMENTS 57 CHAPTER 4 THE ACADEMIC
CURRICULUM 60 APPROACHES TO THE ACADEMIC CURRICULUM 62 THE FORMS OF
KNOWLEDGE APPROACH 63 STRUCTURE IN THE DISCIPLINES APPROACH 64 REACTION
AGAINST A STRUCTURE OF KNOWLEDGE 66 REVIVAL OF THE DISCIPLINES APPROACH
68 LIBERAL ARTS AND THE ACADEMIC CORE 71 CULTURAL LITERACY 73 MAKING
SUBJECT MATTER MORE APPEALING TO GROWING MINDS 75 PSYCHOLOGICAL
FOUNDATIONS OF THE ACADEMIC CURRICULUM 77 HISTORICAL ANTECEDENTS OF THE
ACADEMIC CURRICULUM 79 CONCLUDING COMMENTS 83 PART 88 CURRICULUM
DEVELOPMENT 8 7 CHAPTER 5 DECIDING WHAT SHOULD BE TAUGHT 89 ARENA FOR
DECIDING WHAT TO TEACH 89 LEVELS OF DECISION MAKING 89 CURRICULUM AT
DIFFERENT LEVELS 91 CONTEXTS FOR DEVELOPMENT OF CURRICULUM 92 RANGE OF
ACTIVITY 92 DEVELOPMENT OF MATERIALS 92 STATE, REGIONAL, AND LOCAL
CURRICULUM PLANNING 93 INSTITUTIONAL CURRICULUM PLANNING 93 FUNCTIONS OF
THE CURRICULUM 94 DETERMINING WHAT TO TEACH 96 RATIONAL AND TECHNICAL
MODELS IN CURRICULUM DECISION MAKING 97 NEEDS ASSESSMENT MODEL 97 THE
FUTURISTIC MODEL 100 THE RATIONAL MODEL 101 THE VOCATIONAL OR TRAINING
MODEL 104 ALTERNATIVE APPROACHES TO DETERMINING CURRICULUM PURPOSES 107
DISJOINTED INEREMENTALISM 107 EMERGENT APPROACHES IN CURRICULUM DECISION
MAKING 108 A COMMENT ON MODELS AND APPROACHES FOR CURRICULUM BUILDING IN
CONCLUDING COMMENTS 112 CHAPTER 6 DEVELOPING AND SELECTING LEARNING
OPPORTUNITIES 115 STANDARDS FOR TEACHING IMPACT CLASSROOM CURRICULUM
DEVELOPMENT 116 PRINCIPLES FOR DEVELOPING LEARNING OPPORTUNITIES 118
LEARNING OPPORTUNITIES FOR HIGHER ORDER THINKING 120 TRANSFER AND
PROBLEM SOLVING 121 CREATIVITY 122 CREATING NEW KNOWLEDGE 123 PROCEDURES
FOR DEVELOPING LEARNING ACTIVITIES 125 CURRENT ORIENTATIONS IN
DEVELOPING LEARNING ACTIVITIES 126 CRITERIA FOR SELECTING LEARNING
ACTIVITIES 130 PHILOSOPHICAL CRITERIA 130 PSYCHOLOGICAL CRITERIA 130
POLITICAL CRITERIA 133 PRACTICALITY AS A CRITERION 133 SCIENTIFICALLY
BASED RESEARCH CRITERIA 134 CRITICISMS OF TEXTBOOKS AND LEARNING
OPPORTUNITIES 135 CRITICISMS OF CRITERIA FOR SELECTING LEARNING
OPPORTUNITIES 136 CONCLUDING COMMENTS 136 APERTURE 6 HOW TECHNOLOG Y IS
USED WITH CURRICULUM ORIENTATIONS 139 TECHNOLOGY IN HUMANISTIC
CLASSROOMS 139 SOCIAL RECONSTRUCTION AND TECHNOLOGY 140 TECHNOLOGY IN A
SYSTEMIC CURRICULUM 142 TECHNOLOGY IN THE ACADEMIC CURRICULUM 144
BUILDING WEB SITES 145 7 ORGANIZING LEARNING OPPORTUNITIES 146 KEY
CONCEPTS IN CURRICULUM ORGANIZATION 146 ORGANIZING CENTERS 146
ORGANIZING ELEMENTS 147 PRINCIPLES FOR SEQUENCING CENTERS AND ACTIVITIES
RELATED TO ELEMENTS 150 ORGANIZING STRUCTURES 150 STRUCTURE AT THE
INSTITUTIONAL LEVEL 151 STRUCTURE AT THE CLASSROOM LEVEL 152
ORGANIZATIONAL PATTERNS AND CONCEPTIONS OF THE CURRICULUM 156 UNIFIED
DISCIPLINES: THE NEW ACADEMIC PATTERN 158 EMPIRICAL STUDIES OF THE
EFFECTS OF PATTERNS 163 ISSUES IN CURRICULUM ORGANIZATION 165 CONCLUDING
COMMENTS 168 PART B§G CURRICULUM MANAGEMENT 171 CHAPTER 8 MANAGING
CURRICULUM 173 SCHOOLS AND THE INSTITUTIONALIZED CURRICULUM 173
CURRICULUM CHANGE IN THE CONTEXT OF RESTRUCTURING 175 ROLES IN
RESTRUCTURING CURRICULUM 179 THE PRINCIPAL AS DIRECTOR OF LEARNING 179
THE PRINCIPAL IN SHARED LEADERSHIP 179 DEPARTMENT HEADS IN CURRICULUM
MANAGEMENT 181 ADMINISTRATIVE ARRANGEMENTS 181 STRATIFYING STUDENTS 183
STAFFING PATTERNS AND SCHEDULING 184 SUPPLEMENTARY PERSONNEL 185
NONGRADING 186 FACILITIES 186 THE MIDDLE SCHOOL 186 ALTERNATIVE, MAGNET,
CHARTER, AND SPECIALIST SCHOOLS 187 DIRECTIONS IN THE REFORM OF SCHOOL
ORGANIZATIONS 190 OPTIONS IN THE SCHOOLS 190 ADMINISTRATION FOR
INSTRUCTIONAL EFFECTIVENESS 191 COORDINATING THE CURRICULUM 192
EFFECTIVE RESEARCH AND CURRICULUM POLICY 194 CONCLUDING COMMENTS 196
CHAPTER 9 EVALUATING THE CURRICULUM 199 MODELS FOR EVALUATION 200
CONSENSUS MODELS (TRADITIONAL AND TECHNICAL EVALUATION) 200 PLURALISTIC
MODELS (HUMANISTIC AND SOCIAL RECONSTRUCTIONIST EVALUATION) 204
CONTROVERSIAL TECHNICAL ISSUES IN CURRICULUM EVALUATION 206 THE FORM OF
OBJECTIVES (GOALS, STANDARDS, BENCHMARKS, AND INDICATORS) 206
MEASUREMENT OF INTENDED OUTCOMES VERSUS GOAL-FREE EVALUATION 208
NORM-REFERENCED TESTS AND CRITERION- REFERENCED TESTS 208 TESTS AND
INVASION OF PRIVACY 209 AUTHENTIC ASSESSMENT OF STUDENT PERFORMANCE 210
ASSESSMENT AS LEARNING 211 TECHNIQUES FOR COLLECTING DATA 212 MEASURING
AFFECT 213 SAMPLING 214 HAZARDS IN CONDUCTING TRADITIONAL EVALUATION 214
VALUE ADDED ASSESSMENT 216 CONCLUDING COMMENTS 217 CHAPTER 10 THE
POLITICS OF CURRICULUM MAKING 220 CURRICULUM POLICY 223 THE POLITICS
INVOLVED 223 POLITICAL DECISIONS ABOUT WHAT WILL BE TAUGHT 223 CONCEPTS
FOR INTERPRETING THE PROCESS OF POLITICAL DECISION MAKING 224 THE
PROFESSIONALIZATION OF REFORM 224 FORCES OF STABILITY 225 CONSTRAINTS ON
POLICY 226 PARTICIPANTS IN DETERMINING CURRICULUM POLICY 227
SCHOOL-BASED PARTICIPANTS 227 COMMUNITY PARTICIPANTS 230 STATE AGENCIES
232 TESTING AGENCIES 233 PUBLISHERS 233 THE COURTS 234 THE FEDERAL
GOVERNMENT 235 FOUNDATIONS 236 SPECIAL INTERESTS 237 CONFLICTS IN
CURRICULUM CONTROL 238 CONCLUDING COMMENTS 239 IV ISSUES AND TRENDS 241
CHAPTER 11 CURRENT ISSUES DEMANDING RESPONSES 243 CURRICULUM FOR
THINKING 24 3 THE FOCUS OF A THINKING CURRICULUM 245 CURRICULUM
COMPETITION: AN INTERNATIONAL COMPARISON 247 INVIDIOUS COMPARISONS 247
VOCATIONAL EDUCATION 253 CONTRASTING PURPOSES FOR VOCATIONAL EDUCATION
254 ACCESS TO VOCATIONAL EDUCATION 255 CONTENT OF VOCATIONAL EDUCATION
257 REORGANIZING VOCATIONAL EDUCATION 258 TRENDS IN VOCATIONAL EDUCATION
259 MORAL EDUCATION 259 PHENIX S BASIC QUESTIONS IN MORAL EDUCATION 259
KOHLBERG S THEORY OF MORAL DEVELOPMENT 261 CHARACTER EDUCATION 262
SCHOOL SAFETY 263 CONCLUDING COMMENTS 265 CHAPTER 12 DIRECTIONS IN THE
SUBJECT FIELDS 268 MATHEMATICS 268 MATHEMATICS IN OUR SCHOOLS 268 TRENDS
IN MATHEMATICS 269 SCIENCE 272 EVOLUTION OF SCIENCE TEACHING 27 2 NEW
APPROACHES IN SCIENCE EDUCATION 274 RECOMMENDATIONS FOR THE FUTURE
SCIENCE CURRICULUM 275 PHYSICAL AND HEALTH EDUCATION 276 ITS PLACE IN
THE CURRICULUM 276 GUIDELINES FOR FUTURE PHYSICAL EDUCATION PROGRAMS 277
ENGLISH 279 ENGLISH AS A SUBJECT 279 CURRENT TRENDS IN THE TEACHING OF
ENGLISH 281 READING 282 THE CURRICULUM OF READING 282 TRENDS AND
DIRECTIONS 283 HISTORY AND SOCIAL STUDIES 285 HISTORY AS A SUBJECT 285
AN EVALUATION OF HISTORY CURRICULUM 285 HISTORY AND GEOGRAPHY IN THE
1990S 286 HISTORY AND THE SOCIAL STUDIES IN THE STANDARDS MOVEMENT 287
SOCIAL STUDIES 288 THE FUTURE OF SOCIAL STUDIES 289 FOREIGN LANGUAGE 291
THE RISE AND FALL OF FOREIGN LANGUAGE 291 EFFORTS TO REVIVE LANGUAGE
INSTRUCTION 29 1 THE ARTS 294 CONCLUDING COMMENTS 295 V CURRICULUM
INQUIRY: RETROSPECT AND PROSPECT 299 CHAPTER 13 A HISTORICAL PERSPECTIVE
OF CURRICULUM MAKING 301 CURRICULUM HISTORIANS 302 CONTEXT FOR
FORMULATION OF THE CURRICULUM FIELD 303 FOUNDERS OF THE FIELD OF
CURRICULUM 304 HERBARTISM AND THE MCMURRYS 305 BASIC TENETS OF
HERBARTISM 305 THE MCMURRYS THINKING 305 DEWEY S OPPOSITION TO
HERBARTISM 308 DEWEY S SCHOOL 308 DEWEY S CURRICULUM 309 SCIENTIFIC
CURRICULUM MAKING: FRANKLIN BOBBITT AND WERRETT W. CHARTERS 310 SOCIETAL
INFLUENCES ON THE SCIENTIFIC MOVEMENT 310 KEY IDEAS OF SCIENTIFIC
CURRICULUM MAKING 310 BOBBIN S CONTRIBUTION TO CURRICULUM MAKING 31 1
CHARTERS S CONTRIBUTION TO THE CURRICULUM FIELD 313 IMPROVEMENT OF
INSTRUCTION 314 LOCAL DEVELOPMENT OF CURRICULUM 314 THE COURSE OF STUDY
MOVEMENT 314 CASWELL S INFLUENCE ON THE CURRICULUM FIELD 315 RATIONAL
CURRICULUM MAKING 316 TYLER S CURRICULUM INQUIRY 317 FEMININE ENACTMENT
OF CURRICULUM 320 HILDA TABA 320 MARY SHELDON BARNES 321 LUCY MAYNARD
SALMON 321 LUCY SPRAGUE MITCHELL 321 CONCLUDING COMMENTS 322 CHAPTER 14
THE PROMISE OF THEORY AND INQUIRY IN CURRICULUM 325 STATE OF THE FIELD
326 THE NEED FOR CURRICULUM THEORY 326 THE NEED FOR CURRICULUM
CONCEPTIONS 327 THE NEED FOR STUDIES OF CORRELATION AND INTEGRATION 329
THE NEED FOR STUDIES OF SEQUENCE 330 THE NEED FOR ANALYZING EDUCATION
OBJECTIVES (STANDARDS) 331 THE NEED FOR PROCESS-PRODUCT RESEARCH 332
DIRECTIONS IN CURRICULUM INQUIRY 334 FORMS OF INQUIRY 334 SYNOPTIC
ACTIVITY AS CURRICULUM INQUIRY 334 INQUIRY IN THE SCHOOL AND CLASSROOM
336 NARRATIVE 336 QUALITATIVE INQUIRY IN SCHOOL SETTINGS 336 ACTION
RESEARCH AS CURRICULUM INQUIRY 337 CONCLUDING COMMENTS 339 NAME INDEX
342 SUBJECT INDEX 346
|
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| isbn | 0471459755 |
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| owner | DE-29 |
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| physical | xv, 362 p. ill. 26 cm |
| publishDate | 2006 |
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| spelling | McNeil, John D. Verfasser aut Contemporary curriculum in thought and action John D. McNeil 6. ed. Hoboken, NJ Wiley c2006 xv, 362 p. ill. 26 cm txt rdacontent n rdamedia nc rdacarrier Wiley Jossey-Bass education Rev. ed. of: Curriculum. 5th ed. c1996. Includes bibliographical references and index Erziehung Education Curricula Curriculum planning Curriculumentwicklung (DE-588)4070157-8 gnd rswk-swf Curriculumforschung (DE-588)4148409-5 gnd rswk-swf Curriculumentwicklung (DE-588)4070157-8 s DE-604 Curriculumforschung (DE-588)4148409-5 s 1\p DE-604 OEBV Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=013331692&sequence=000001&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 | McNeil, John D. Contemporary curriculum in thought and action Erziehung Education Curricula Curriculum planning Curriculumentwicklung (DE-588)4070157-8 gnd Curriculumforschung (DE-588)4148409-5 gnd |
| subject_GND | (DE-588)4070157-8 (DE-588)4148409-5 |
| title | Contemporary curriculum in thought and action |
| title_auth | Contemporary curriculum in thought and action |
| title_exact_search | Contemporary curriculum in thought and action |
| title_full | Contemporary curriculum in thought and action John D. McNeil |
| title_fullStr | Contemporary curriculum in thought and action John D. McNeil |
| title_full_unstemmed | Contemporary curriculum in thought and action John D. McNeil |
| title_short | Contemporary curriculum in thought and action |
| title_sort | contemporary curriculum in thought and action |
| topic | Erziehung Education Curricula Curriculum planning Curriculumentwicklung (DE-588)4070157-8 gnd Curriculumforschung (DE-588)4148409-5 gnd |
| topic_facet | Erziehung Education Curricula Curriculum planning Curriculumentwicklung Curriculumforschung |
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