Curriculum leadership: strategies for development and implementation
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks, Calif.
SAGE Publications
c2012
|
| Ausgabe: | 3rd ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | xxvi, 525 p. 24 cm |
| ISBN: | 9781412992190 |
Internformat
MARC
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| 245 | 1 | 0 | |a Curriculum leadership |b strategies for development and implementation |c Allan A. Glatthorn ... [et al.] |
| 250 | |a 3rd ed. | ||
| 264 | 1 | |a Thousand Oaks, Calif. |b SAGE Publications |c c2012 | |
| 300 | |a xxvi, 525 p. |c 24 cm | ||
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| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Curriculum planning |z United States | |
| 650 | 4 | |a Educational leadership |z United States | |
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Datensatz im Suchindex
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|---|---|
| adam_text | IMAGE 1
PREFACE
PART I. FOUNDATIONS OFCURRICULUM
1. THE NATUREOF CURRICULUM 2. CURRICULUMHISTORY:THE PERSPECTIVE OF THE
PAST
3. CURRICULUMTHEORY
4. THE POLITICSOF CURRICULUM
PART 11.CURRICULUM PROCESSES
5. CURRICULUMPLANNING 6. IMPROVINGTHE PROGRAMOF STUDIES
7. IMPROVING A FIELDOF STUDY
8. PROCESSESFOR DEVELOPINGNEWCOURSESAND UNITS
PART 111.CURRICULUM MANAGEMENT
9. SUPERVISINGTHE CURRICULUM:TEACHERSAND MATERIALS 10.
CURRICULUMDEVELOPMENTAND IMPLEMENTATION
11. ALIGNINGTHE CURRICULUM
12. CURRICULUMEVALUATION
PART IV.CURRENT TRENDS IN THECURRICULUM
13. CURRENTDEVELOPMENTSIN THE SUBJECT FIELDS 14.
CURRENTDEVELOPMENTSACROSSTHE CURRICULUM
15. INDIVIDUALIZINGTHE CURRICULUM
GLOSSARY
INDEX
ABOUTTHE AUTHORS
XVIII
1
2
37
87
123
155
156 184
212
241
273
274 303
329
356
383
384 426
462
495
505
524
IMAGE 2
PREFACE
PART I. FOUNDATIONS OFCURRICULUM
1. THE NATURE OF CURRICULUM THE CONCEPT OF CURRICULUM 3 THE TYPES OF
CURRICULA 6 THE RECOMMENDED CURRICULUM 6
THE WRITTEN CURRICULUM 9 THE SUPPORTED CURRICULUM 12 THE TAUGHT
CURRICULUM 15 THE TESTED CURRICULUM 15 THE LEARNED CURRICULUM 17
COMPONENTS OF THE CURRICULUM 17
CURRICULAR POLICIES 18 CURRICULAR GOALS 18 FIELDS OF STUDY 19 PROGRAMS
OF STUDY 19 COURSES OF STUDY 20
UNITS OF STUDY 20 LESSONS 21 THE MASTERY, THE ORGANIC, AND THE
ENRICHMENT CURRICULA 22 THE HIDDEN CURRICULUM 25 THE CONSTANTS OF THE
HIDDEN CURRICULUM 25 THE VARIABLES OF THE HIDDEN CURRICULUM 26 SUMMARY
31 APPLICATIONS 32 CASE STUDY 33 THE CHALLENGE 33 KEYISSUESJQUESTIONS 33
WEBLIOGRAPHY 34 CHAPTER 1 REFERENCES 34
2. CURRICULUMHISTORY:THE PERSPECTIVE OF THE PAST
ACADEMIC SCIENTISM (1890-1916) 38 THE TEMPER OF THE TIMES 39 THE
PREDOMINANT TRENDS 39
XVIII
1
2
37
IMAGE 3
THE EXEMPLARY LEADERS 40
THE MAJOR PUBLICATIONS 40 PROGRESSIVEFUNCTIONALISM(1917-1940) 41 THE
TEMPER OF THE TIMES 41 THE PREDOMINANT TRENDS 42
THE EXEMPLARY LEADERS 43 THE MAJOR PUBLICATIONS 44 DEVELOPMENTAL
CONFORMISM(1941-1956) 45 THE TEMPER OF THE TIMES 45
THE PREDOMINANT TRENDS 46 THE EXEMPLARY LEADERS 47 THE MAJOR
PUBLICATIONS 48 SCHOLARLY STRUCTURALISM (1957-1967) 50
THE TEMPER OF THE TIMES 50 THE PREDOMINANT TRENDS 50 THE EXEMPLARY
LEADERS 50 THE MAJOR PUBLICATIONS 51 ROMANTICRADICALISM(1968-1974) 52
THE TEMPER OF THE TIMES 52 THE PREDOMINANT TRENDS 52 THE EXEMPLARY
LEADERS 53 THE MAJOR PUBLICATIONS 54 PRIVATISTICCONSERVATISM(1975-1989)
55
THE TEMPER OF THE TIMES 55 THE PREDOMINANT TRENDS 55 THE EXEMPLARY
LEADERS 59 THE MAJOR PUBLICATIONS 60 TECHNOLOGICAL
CONSTRUCTIONISM(1990-1999) 62
THE TEMPER OF THE TIMES 62 THE PREDOMINANT TRENDS 63 THE EXEMPLARY
LEADERS 66 THE MAJOR PUBLICATIONS 67 MODERNCONSERVATISM(2000-PRESENT) 68
THE TEMPER OF THE TIMES 68 THE PREDOMINANT TRENDS 68 THE EXEMPLARY
LEADERS 75 THE MAJOR PUBLICATIONS 76 A CENTURYOF CURRICULUM TRENDSIN
RETROSPECT 78 SUMMARY 80 APPLICATIONS 80 CASESTUDY 81
THE CHALLENGE 82 KEYISSUESJQUESTIONS 82 WEBLIOGRAPHY 82 CHAPTER2
REFERENCES 83
IMAGE 4
3. CURRICULUMTHEORY
THE NATURE AND FUNCTION OF CURRICULUM THEORY 88 CURRICULUM AS PRAXIS 88
LINEAR THINKERS 89 HOLISTS 89
LAISSEZ-FAIRE ADVOCATES 90 CRITICAL THEORISTS 90 LEADERSHIP IN
CURRICULUM THEORY 91 CLASSIFYING CURRICULUM THEORIES 92
STRUCTURE-ORIENTED THEORIES 94 VALUE-ORIENTED THEORIES 95 THE MAJOR
VALUE-ORIENTED THEORISTS 96 CONTENT-ORIENTED THEORIES 97
CHILD-CENTERED CURRICULA 97 KNOWLEDGE-CENTERED CURRICULA 98
SOCIETY-CENTERED CURRICULA 99 PROCESS-ORIENTED THEORIES 101
ASYSTEM FOR EXAMINING CURRICULAR PROCESSES 102 ALTERNATIVE CURRICULUM
APPROACHES 106 CURRICULUM AS TRANSMISSION OF INFORMATION 107 CURRICULUM
AS END PRODUCT 108 CURRICULUM AS PROCESS 109 CURRICULUM AS
PRAXISJAWARENESS 110 CURRICULUM AS CHANGE 113
TECHNOLOGY AS CATALYST OF CURRICULUM CHANGE 115 THE THEORETICAL SCHOOL
OF THE FUTURE 116 SUMMARY 117 APPLICATIONS 118
CASE STUDY 118 THE CHALLENGE 119 KEYISSUESJQUESTIONS 119 WEBLIOGRAPHY
119 CHAPTER 3 REFERENCES 120
87
4. THE POLITICS OF CURRICULUM 123
AN OVERVIEW OF THE CURRICULUM-INFLUENCE PROCESS 124 THE ROLE OF THE
FEDERAL GOVERNMENT 128 SCHOLARLY STRUCTURALISM (1957-1967) 129 ROMANTIC
RADICALISM (1968-1974) 130
PRIVATISTIC CONSERVATISM (1975-1989) 132
IMAGE 5
TECHNOLOGICAL CONSTRUCTIONISM (1990-1999) 133
MODERN CONSERVATISM (2000-PRESENT) 135 STATE ROLEIN CURRICULUM 138
THEROLEOF PROFESSIONALORGANIZATIONS 140 NATIONAL COUNCIL FOR
ACCREDITATION OF TEACHER EDUCATION 142 THECOURTS 144
LOCALEDUCATIONALLEADERS 145 THECLASSROOMTEACHER 146 THE INTERNAL
PRESSURES 146 THE EXTERNAL PRESSURES 147
SUMMARY 148 APPLICATIONS 148 CASESTUDY 150 THE CHALLENGE 151
KEYISSUESJQUESTIONS 151 WEBLIOGRAPHY 151 CHAPTER4 REFERENCES 152
PART11.CURRICULUM PROCESSES 155
5. CURRICULUMPLANNING 156
A GOAL-BASEDMODELOF CURRICULUM PLANNING 157 DETERMINETHE LOCUSOF
PLANNINGDECISIONS 159 DETERMINETHE ORGANIZATIONALSTRUCTURESNEEDED 160
DISTRICT CURRICULUMADVISORY COUNCIL 161
SCHOOL CURRICULUMADVISORY COUNCIL 161 CURRICULUMTASK FORCES 161
COMMUNITY PARTICIPATION 162 IDENTIFY AND ALLOCATE LEADERSHIPFUNCTIONS
163 ALIGNEDUCATIONALGOALSWITHCURRICULAR FIELDS 167
DEVELOPA CURRICULUM DATABASE 169 DEVELOPA PLANNINGCALENDAR 171
CONDUCTNEEDSASSESSMENT 173 ORGANIZE,EVALUATE,CHANGE,PROVIDERESOURCES 175
PROVIDESTAFF DEVELOPMENT 176 SUMMARY 180 APPLICATIONS 180 CASESTUDY 181
THE CHALLENGE 181 KEYISSUESJQUESTIONS 182 WEBLIOGRAPHY182 CHAPTER5
REFERENCES 183
IMAGE 6
6. IMPROVING THE PROGRAMOF STUDIES 184
RECONCEPTUALIZING PROGRAMS OF STUDY 185 INTERDISCIPLINARYCOURSES 185
RESTRUCTUREDPROGRAMSOF STUDY 186 IMPROVING THE PROGRAM OF STUDIES 187
IMPROVINGLOW-PERFORMING SCHOOLS 188 COMMONFINDINGSAT LOW-PERFORMING
SCHOOLS 189 PACINGGUIDES 190 FUTUREMEASURES:CLOSINGTHE ACHIEVEMENTGAP
191
DEVELOPINGDYNAMICKNOWLEDGE192 DEVELOPINGLEARNERINTERACTION AND
CURRICULUM INTEGRATION 192 OPERATIONALIZINGCHANGEAND REFORM 193
DEVELOPING THE ASSESSMENTAGENDA 193
USINGSTANDARDSAND OUTCOMESTATEMENTS 195 ALIGNINGDISTRICTGOALSAND THE
CURRICULUM195 CORRELATINGCURRICULA 198 ANALYZINGRESOURCESALLOCATED TO
CURRICULA 200 IMPORTANCEOF DATAANALYSISIN ASSESSMENT 202
ASSESSINGLEARNERNEEDS 203 IMPROVINGTHE PROGRAMOF STUDIES 204
ASSESSINGCONSTITUENTSATISFACTION 207 SUMMARY 209 APPLICATIONS 209
CASE STUDY 210 THECHALLENGE210 KEYISSUESJQUESTIONS 210 WEBLIOGRAPHY 211
CHAPTER 6 REFERENCES 211
7. IMPROVING A FIELDOF STUDY 212
RECONCEPTUALIZING FIELDS OF STUDY 213 DIAGNOSTIC-PRESCRIPTIVEMODELS 213
ELECTIVEMODELS 214 IMPROVING THE FIELD OF STUDY 216 A RATIONALE FOR A
TEACHER-CENTERED PROCESS 217
ESTABLISHPROJECTPARAMETERS 221 ORIENTFOR MASTERY 221 MAPTHE
DESIREDCURRICULUM222 REFINETHE MAP 224
DEVELOPCURRICULUM MATERIALS 226 SUGGESTTIMEALLOCATIONS228 SELECTAND
DEVELOPTESTS 229 SELECTINSTRUCTIONALMATERIALS 231
PROVIDEFOR STAFF DEVELOPMENT 232
IMAGE 7
SET STAFF DEVELOPMENTAS PRIORITY 232
CREATIVESTAFF-DEVELOPMENTSTRATEGIES 234 SUMMARY 236 APPLICATIONS 237
CASESTUDY 237
THECHALLENGE 238 KEYISSUESJQUESTIONS 238 WEBLIOGRAPHY 238 CHAPTER7
REFERENCES 239
8. PROCESSESFOR DEVELOPING NEWCOURSESAND UNITS 241
THETECHNOLOGICALPROCESSOF CURRICULUM PLANNING 242
DETERMINECOURSEPARAMETERS 243 ASSESSTHE NEEDSOFTHE LEARNERS 243
IDENTIFYCOURSEOBJECTIVES 244 SEQUENCEAND CLUSTERCOURSEOBJECTIVES 244
IDENTIFY LEARNINGACTIVITIES 245 SELECTINSTRUCTIONALMATERIALS 246
IDENTIFYASSESSMENTMETHODS 246 DEVELOPTHE CURRICULUMGUIDE 247
THETECHNOLOGICALPROCESSSUMMARIZED 248 THENATURALISTICPROCESSOF
CURRICULUM PLANNING 248
ASSESSTHE ALTERNATIVES 248 STAKEOUTTHE TERRITORY 250 DEVELOPA
CONSTITUENCY 250 BUILDTHE KNOWLEDGEBASE 252
BLOCKIN THE UNIT 254 PLANQUALITYLEARNINGEXPERIENCES 255 DEVELOPTHE
COURSEEXAMINATION 257 DEVELOPTHE LEARNINGSCENARIOS 257 ADAPTINGTHE
NATURALISTICMODELFOR ELEMENTARYGRADES 259
THENATURALISTICMODELSUMMARIZED 260 THETECHNOLOGICALMODELSUMMARIZED 260
INVERSE DESIGNPROCESS 261 DEVELOPDISTANCE-LEARNINGCOURSESAS AN
ALTERNATIVE 262
DEVELOPTECHNOLOGYAS A CLASSROOMLEARNINGSCENARIO 263 USEALTERNATIVESTO
IDENTIFY LEARNINGACTIVITIES 264 DEVELOPACCEPTABLEUSEPOLICY 265 SUMMARY
268 APPLICATIONS 268 CASE STUDY 269 THECHALLENGE 269
KEYISSUESJQUESTIONS 269 WEBLIOGRAPHY 270 CHAPTER8 REFERENCES 270
IMAGE 8
PART111.CURRICULUM MANAGEMENT 273
9. SUPERVISING THE CURRICULUM:TEACHERSAND MATERIALS 274
SUPERVISINGTHE TAUGHTCURRICULUM: CURRENTAPPROACHES 275 FARRELL S
BACKWARDS MODEL 275 HUNTERS ESSENTIAL ELEMENTS 277 GLICKMAN, GORDON,
AND
ROSS-GORDON S DEVELOPMENTAL SUPERVISION 277 COSTA AND GARMSTON S
COGNITIVE COACHING 279 PROBLEMSAND ISSUES IN SUPERVISION 279 THEROLEOF
THE CURRICULUM SUPERVISOR 280
DIFFERENTIATEDPROFESSIONALDEVELOPMENT 280 STAFF DEVELOPMENT 281 INFORMAL
OBSERVATIONS 282 RATING 284 INDIVIDUAL DEVELOPMENT 287 MOTIVATINGSTAFF
290
THE INTERRELATIONSHIP OF PROCESSES 291 MASLOW STHEORYOF HUMANNEEDS 292
SUPERVISINGTHE SUPPORTEDCURRICULUM 293 DEVELOP A STATEMENT OF BOARD
POLICY AND ADMINISTRATIVE PROCEDURES 294 APPOINT THE TEXTBOOK ADOPTION
COMMITTEE 294 TEXTBOOK ADOPTION COMMITTEE INVOLVING DISTANCE LEARNING
294 PREPARE THE COMMITTEE 294
PROVIDE THE COMMITTEE WITH SELECTION RESOURCES 295 DETERMINE HOWTEACHERS
WILL PROBABLY USE THE NEWMATERIALS 295 DETERMINE HOWTEACHERS
WILLALLOCATE SPACE 295 DEVELOP A SHARPLY FOCUSED AND WEIGHTED SET OF
CRITERIA FOR SELECTION 296 BASING SELECTION ON RESEARCH 297 IDENTIFY
FIVE TEXTS THAT BEST MEET THE REQUIREMENTS AND THE CRITERIA 297 GET
TEACHER INPUT ON THE TOP THREE TEXTS 297 SELECT THE BEST TEXT 297
DEVELOP A SERVICE CONTRACT WITH THE PUBLISHER 298 TRAIN THE TEACHERS IN
THE USE OF THE TEXTBOOKS AND PROVIDE MATERIALS TO CORRELATE THE TEXTS
WITH THE CURRICULUM 298 MONITOR THE USE OF THE TEXTS 298 SUMMARY 298
APPLICATIONS 299
CASESTUDY 299 THE CHALLENGE 300 KEYISSUESJQUESTIONS 300 WEBLIOGRAPHY 300
CHAPTER9 REFERENCES 301
IMAGE 9
10. CURRICULUMDEVELOPMENTAND IMPLEMENTATION
DEVELOPING A PROGRAM PHILOSOPHY AND RATIONALE STATEMENT 303 PROEEDURE
305 SAMPLE ENGLISH LANGUAGE ARTS PROGRAM PHILOSOPHY 307 SAMPLE ENGLISH
LANGUAGE ARTS PROGRAM RATIONALE STATEMENT 308
METHODS FOR CHOOSING TEAEHER REPRESENTATION 309 DEVELOPING A SCOPE AND
SEQUENCE, PROGRAM GOALS, OBJECTIVES, LEARNING OUTCOMES, AND AUTHENTIE
TASKS 312 THE COMMITTEE STRUETURE 312
SAMPLES OF PROGRAM SEOPE AND SEQUENEE, PROGRAM GOAL, EXIT OUTEOMES MET,
OBJEETIVES, LEARNING OUTEOMES, AND AUTHENTIE TASKS 316 SUMMARY 324
APPLIEATIONS 324
CASE STUDY 325 THE CHALLENGE 326 KEYISSUESJQUESTIONS 326 WEBLIOGRAPHY
327
CHAPTER 10 REFERENCES 327 NOTE 327
303
11. ALIGNINGTHE CURRICULUM 329
A RATIONALE FOR CURRICULUM ALIGNMENT 330 CURRICULUM DESIGN 331
GOAL-BASED DESIGN 332 UNIT AND LESSON DESIGN 333
INTERVENTIONS 333 ORGANIZING THE ALIGNMENT PROJECT 334 ORGANIZATIONAL
STRATEGIES 335 STATE AND COMMON CORESTATE STANDARDS VERSUS CURRICULUM
INTEGRATION 336 IDENTIFYING THE MASTERY OBJECTIVES 338
DEVELOPING CURRICULUM-BASED TESTS 340 CORRELATING THE MASTERY LIST AND
INSTRUCTIONAL MATERIALS 341 DEVELOPING INSTRUCTIONAL PLANNING AIDS 342
YEARLYPLANNING MATRIX 342
MANAGEMENT PLANNING MATRIX 344 UNIT-PLANNING GUIDE 344 IMPORTANCE OF
SCIENTIFIC RESEARCH 346 DEVELOPING REPORTING MATERIALS 347
PROVIDING STAFF DEVELOPMENT FOR THE ALIGNMENT PROJECT 347 MONITORING AND
EVALUATING THE ALIGNMENT PROJECT 348 UNDERSTANDING THE IMPORTANCE OF
CURRICULUM 352 SUMMARY 352
IMAGE 10
APPLICATIONS 352
CASE STUDY 353 THECHALLENGE 353 KEYISSUESJQUESTIONS 353 WEBLIOGRAPHY 354
CHAPTER 11 REFERENCES 354
12. CURRICULUMEVALUATION 356
CURRICULUM EVALUATION DEFINED 357 EVALUATION MODELS 358
BRADLEY SEFFECTIVENESSMODEL 358 TYLER SOBJECTIVES-CENTEREDMODEL 359
STUFFLEBEAM SCONTEXT,INPUT, PROCESS,PRODUCTMODEL 360
SCRIVEN SGOAL-FREEMODEL 361 STAKE SRESPONSIVEMODEL 362
EISNER SCONNOISSEURSHIPMODEL 363 DEVELOPING AN ECLECTIC APPROACH 364
CHALLENGESTO PROGRAMEVALUATION 364 LEADERSHIPAND EVALUATION 365
TECHNOLOGYAND EVALUATION 365 EVALUATING A FIELD OF STUDY 366
PREPARINGFORTHE EVALUATION 366 ASSESSINGTHE CONTEXT 367 IDENTIFYINGTHE
EVALUATIONISSUES 368 DEVELOPINGTHE EVALUATIONDESIGN 368
EVALUATIONSTRATEGIES 377 IMPLEMENTINGTHE EVALUATIONDESIGN 377 SUMMARY
378 APPLICATIONS 378
CASE STUDY 379 THECHALLENGE 380 KEYISSUESJQUESTIONS 380 WEBLIOGRAPHY 380
CHAPTER 12 REFERENCES 381
PART IV.CURRENT TRENDS IN THECURRICULUM 383
13. CURRENT DEVELOPMENTSIN THE SUBJECT FIELDS 384
DEVELOPMENTS IN ENGLISHJLANGUAGE ARTSJREADING 385 ISSUES
FACINGK-12ENGLISHLANGUAGEARTS 388 STANDARDSFOR ENGLISHLANGUAGEARTS 389
ENGLISHJLANGUAGE ARTS 389
TRENDSIN ENGLISHAND LANGUAGEARTS 390 CRITICALLITERACY 393 READING 393
IMAGE 11
TRENDS IN READING 393
BRAIN RESEARCH 394 TECHNOLOGY AND READING IMPROVEMENT 395
RECOMMENDATIONS FOR CURRICULUM LEADERS 395 SODAL STUDIES 396
REVISED NATIONAL CURRICULUM STANDARDS FOR THE SOCIAL STUDIES 398 TRENDS
IN SOCIAL STUDIES 399 MATHEMATICS 400
TRENDS IN MATHEMATICS 401 THE EQUITY PRINCIPLE 403 SDENCE 404 TRENDS IN
SCIENCE 406
FOREIGNLANGUAGE 407 TRENDS IN FOREIGN-LANGUAGE EDUCATION 408 EDUCATIONIN
THE ARTS 412 TRENDS IN ART EDUCATION 412
WHAT STUDENTS SHOULD KNOWAND BE ABLE TO DOIN THE ARTS 414
PHYSICALEDUCATIONAND HEALTH 415 TRENDS IN PHYSICAL EDUCATION 415
GLOBALEDUCATION 417
DIVERSITYEDUCATION 417 SUMMARY 419 APPLICATIONS 419 CASESTUDY 420
THE CHALLENGE 420 KEYISSUESJQUESTIONS 421 WEBLIOGRAPHY 421 CHAPTER13
REFERENCES 422
14. CURRENT DEVELOPMENTS ACROSS THE CURRICULUM 426
USINGWRITINGTO LEARN 427 LEARNING TO WRITE BY WRITING 428 THINKING 432
SPEAKING 437
LISTENING 437 TECHNOLOGYANDTHE CURRICULUM 438 CHANGING CONTEXTS 439
SCHOOL TECHNOLOGY REALITIES 440
TECHNOLOGY AS A TOOLIN THE CURRICULUM 442 TECHNOLOGY AS AN INTEGRAL PART
OF THE CURRICULUM 443 TECHNOLOGY AS THE CURRICULUM 443 STUDENT
ACHIEVEMENT AND TECHNOLOGY 444
CLASSROOM TECHNOLOGY 447
IMAGE 12
WEB-BASED APPLICATIONS 447
DEVELOPING LOCAL COMMUNITY AWARENESS 449 SCHOOL TECHNOLOGY GOALS 450
STATE AND NATIONAL LEVELS OF AWARENESS 451 E-LEARNING 453 STRATEGIES FOR
SUCCESS 454
FUTURE CHALLENGES 455 MEDIA TECHNOLOGY 457 SUMMARY 457 APPLICATIONS 457
CASE STUDY 458 THE CHALLENGE 459 KEYISSUESJQUESTIONS 459 WEBLIOGRAPHY
459 CHAPTER 14 REFERENCES 460
15. INDIVIDUALIZING THE CURRICULUM 462
PREVIOUS ATTEMPTS TO INDIVIDUALIZE 463 DIFFERENTIATED INSTRUCTION 463
TYPES OF INDIVIDUALIZED PROGRAMS 468 PROVIDING ELECTIVE COURSES 469
CURRICULUM TRACKING 469 OFFERING MINI-JELECTIVE COURSES 470 OPEN
CLASSROOMS 471 SELF-PACED INSTRUCTION 472 CURRENT ADAPTIVE APPROACHES
472
ADAPTIVE LEARNING ENVIRONMENTS MODEL 473 COOPERATIVE LEARNING MODELS 473
LEARNING-STYLES MODELS 474 MASTERY LEARNING MODELS 475
COMPUTER-BASED MODELS 475 ADAPTIVE PROGRAMS FOR THE GIFTED 475 PARALLEL
CURRICULUM FOR THE GIFTED 478
COMPACTING 478 DISCOVERY METHOD 479 BRAIN-BASED LEARNING 479 SPECIAL
PACE: ACCELERATION 480 SPECIAL CURRICULA 480 STAFFING FOR GIFTED AND
TALENTED STUDENTS 482 PROVIDING FOR ACADEMICALLY CHALLENGED LEARNERS 482
EARLYINTERVENTION 483 SPECIAL CURRICULA 487 ENGLISHLANGUAGE LEARNER
EDUCATION 487
IMAGE 13
WHAT IS ELLEDUCATION? 488
HOW EXTENSIVE IS THE NEED? 489 IS ELLEDUCATION EFFECTIVE? 489 SUMMARY
489 APPLICATIONS 490 CASESTUDY 491
THE CHALLENGE 491 KEYISSUESJQUESTIONS 491 WEBLIOGRAPHY 492 CHAPTER15
REFERENCES 492
GLOSSARY
INDEX
ABOUTTHE AUTHORS
495
505
524
|
| any_adam_object | 1 |
| building | Verbundindex |
| bvnumber | BV040036135 |
| callnumber-first | L - Education |
| callnumber-label | LB2806 |
| callnumber-raw | LB2806.15 |
| callnumber-search | LB2806.15 |
| callnumber-sort | LB 42806.15 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DP 1422 |
| ctrlnum | (OCoLC)796197131 (DE-599)BVBBV040036135 |
| dewey-full | 375/.001 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 375 - Curricula |
| dewey-raw | 375/.001 |
| dewey-search | 375/.001 |
| dewey-sort | 3375 11 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 3rd ed. |
| format | Book |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV040036135 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T00:16:37Z |
| institution | BVB |
| isbn | 9781412992190 |
| language | English |
| lccn | 2011039051 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024892932 |
| oclc_num | 796197131 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | xxvi, 525 p. 24 cm |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | SAGE Publications |
| record_format | marc |
| spelling | Curriculum leadership strategies for development and implementation Allan A. Glatthorn ... [et al.] 3rd ed. Thousand Oaks, Calif. SAGE Publications c2012 xxvi, 525 p. 24 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Curriculum planning United States Educational leadership United States Curriculumentwicklung (DE-588)4070157-8 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Curriculumentwicklung (DE-588)4070157-8 s DE-604 Glatthorn, Allan A. Sonstige oth V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024892932&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Curriculum leadership strategies for development and implementation Curriculum planning United States Educational leadership United States Curriculumentwicklung (DE-588)4070157-8 gnd |
| subject_GND | (DE-588)4070157-8 (DE-588)4078704-7 |
| title | Curriculum leadership strategies for development and implementation |
| title_auth | Curriculum leadership strategies for development and implementation |
| title_exact_search | Curriculum leadership strategies for development and implementation |
| title_full | Curriculum leadership strategies for development and implementation Allan A. Glatthorn ... [et al.] |
| title_fullStr | Curriculum leadership strategies for development and implementation Allan A. Glatthorn ... [et al.] |
| title_full_unstemmed | Curriculum leadership strategies for development and implementation Allan A. Glatthorn ... [et al.] |
| title_short | Curriculum leadership |
| title_sort | curriculum leadership strategies for development and implementation |
| title_sub | strategies for development and implementation |
| topic | Curriculum planning United States Educational leadership United States Curriculumentwicklung (DE-588)4070157-8 gnd |
| topic_facet | Curriculum planning United States Educational leadership United States Curriculumentwicklung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024892932&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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