Summary
Contents
Subject index
Understanding and Shaping Curriculum: What We Teach and Why introduces readers to curriculum as knowledge, curriculum as work, and curriculum as professional practice. Author Thomas W. Hewitt discusses curriculum from theoretical and practical perspectives to not only acquaint readers with the study of curriculum, but also help them to become effective curriculum practitioners.
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Front Matter
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Chapters
- Chapter 1: Introduction
- Society and Schooling
- Schooling and Learning
- Curriculum-Practitioner Connections
- Curriculum as Frames of Reference
- The Importance of the Critical Perspective
- The Critical and Perspective
- Qualities of a Critical Perspective
- Applying a Critical Perspective
- Key Ideas to Guide Study
- Ideas about Curriculum and Schooling
- Ideas about Curriculum Study
- Summary and Conclusions
- Critical Perspective
- Resources for Curriculum Study
- References
Part I: The World of Curriculum
- Chapter 2: In Search of Curriculum
- Historical Constructions of Curriculum
- Science and Technology
- Freedom and Progress
- Curriculum and Instruction
- The Applied and Academic Traditions
- Classroom Teachers and Curriculum Scholars
- Curriculum Inquiry and the Tyler Rationale
- Competing Curriculum Ideas
- Curriculum Inquiry and Tyler's Work
- Curriculum Reconceptualized and Redefined
- Curriculum as Concept
- Curriculum as Activity
- Curriculum as Experience
- A Curriculum, the Curriculum, Your Curriculum
- Curriculum as History and Expectations
- Perceptions about Curriculum
- Curriculum is Dynamic
- Curriculum is Powerful
- Curriculum is Everywhere
- Curriculum Serves Many Purposes
- Envisioning Curriculum as a Field of Study
- Studying Curriculum as Knowledge
- Studying Curriculum as Practice
- Summary and Conclusions
- Critical Perspective
- Resources for Curriculum Study
- References
- Chapter 3: Curriculum Work and Professional Practice
- Curriculum Workers
- Teachers and Curricularists
- Other Curriculum Roles
- Curriculum Work
- Knowledge Making
- Policy Making
- Planning
- Development
- Management
- Monitoring
- Settings for Curriculum Work
- Academic Departments
- Classrooms and Schools
- Districts, Regions, and States
- National and International Domains
- Becoming a Professional Curriculum Practitioner
- Building Knowledge
- Building Perspectives
- Personal Perspective
- Ideology
- Identity
- Sociocultural Context
- Professional Perspective
- Scholarly Outlook
- Being an Inquirer
- Appreciator of Research
- Building Expertise
- On-the-Feet Learner
- Doing Curriculum Work
- Activating Curriculum
- Communicating Curriculum
- Envisioning Curriculum
- Reflecting on Curriculum
- Summary and Conclusions
- Critical Perspective
- Resources for Curriculum Study
- References
- Chapter 4: Creating Curriculum
- Origins of Curriculum Development as Curriculum Work
- The Emergence of Curriculum Development
- Curriculum and Instruction
- Key Factors in Curriculum Development
- The Participants
- The Local Scene
- The State Level
- The Nation and Regions
- Expanding the Conception of Curriculum Development
- Curriculum Development as Process and Product
- Identifying other Curriculum Materials
- Some Caveats
- Essential Knowledge for Curriculum Development Work
- Developing and Monitoring a Perspective
- Understanding Commonplaces
- Scope and Sequence
- Continuity and Balance
- Scale and Capacity
- Alignment and Articulation
- Summary and Conclusions
- Critical Perspective
- Resources for Curriculum Study
- References
Part II: Knowledge Bases That Serve Curriculum
- Chapter 5: Knowledge and Theories about Curriculum
- The Curriculum Knowledge Base
- Fields and Disciplines of Knowledge
- Communities of Discourse
- Discipline Dialectics
- Discipline Structure
- Discipline Perspectives
- Discipline and Scholarly Perspectives
- Education Perspectives
- Curriculum Orientations and Interests
- Humanism
- Cognitive
- Developmental
- Postmodernist
- Technological
- Academic
- Learning Theory and Curriculum
- Behaviorism
- Cognitivism
- Humanism
- Technology
- Inquiry Traditions and Curriculum
- Positivist, Interpretive, and Eclectic Traditions
- Inquiry, Research, and Curriculum
- Summary and Conclusions
- Critical Perspective
- Resources for Curriculum Study
- References
- Chapter 6: Methods and Tools for Curriculum Work
- Knowledge Tools and Curriculum Tools
- Curriculum Theory
- Theory form and Substance
- Judging and Using Curriculum Theory
- Progressives
- Adler
- Phenix
- Curriculum Models
- Bobbitt's Scientific Schooling
- Tyler and Taba: Evaluation is Key
- Walker's Deliberative Platform
- Freire's Liberation Model
- Bruner's Spiral Curriculum
- Curriculum Critique
- Issues of Theory versus Practice
- Schwab
- Pinar
- Wraga
- Issues of Values, Culture, and Power
- Kliebard
- Ong
- Apple
- Summary and Conclusions
- Critical Perspective
- Resources for Curriculum Study
- References
- Chapter 7: Historical Foundations of Curriculum
- Roots of American Curriculum
- Transatlantic Ideas
- The First Curricularists
- 18th-Century Curriculum in America
- Curriculum in the English Colonies
- Mandates for Literacy
- Schooling and Curriculum Prescriptives
- The Academy Movement
- 19th-Century Curriculum in the United States
- Curriculum for a New Nation
- Democracy and Progress
- Curriculum in the Common School
- New Knowledge of Most Worth
- Discipline Standards and Curriculum Principles
- 20th-Century Curriculum: The Progressive Movement and after
- Progressivism in Education
- The Common Good versus Local Control
- Problems of Progressivism
- The Progressive Legacy
- Defense Education
- The Sputnik Era
- Science and Mathematics
- New Schoolbooks and Curriculum Workers
- The Comprehensive High School
- Into the 21st Century: New Policy Initiatives and the Curriculum
- Curriculum for Equality
- Curriculum for Diversity
- Political Control of Schooling and Curriculum
- Entitlements
- Curriculum Wars
- Standards and No Child Left behind
- Summary and Conclusions
- Critical Perspective
- Resources for Curriculum Study
- References
- Chapter 8: Social, Cultural, and Intellectual Foundations of Curriculum
- Curriculum and Episodes of Social and Cultural Change
- Curriculum for Immigrants and the Poor
- Curriculum for Teachers and Professionals
- Curriculum for Diversity and Equality
- Impact of the Social Sciences on Curriculum
- Economics, Politics, and Curriculum
- Geography and Curriculum
- Educational Psychology
- Faculty Psychology
- Cognitive Psychology
- Behavioral Psychology
- Humanistic Psychology
- Curriculum Content and the Humanities
- Humanistic Ideals
- Language and Curriculum
- Literature and the Arts
- Philosophy and Curriculum Knowledge
- Philosophy of Science
- Philosophy of Knowledge
- Philosophy and Western Discourse Traditions
- Modernist to Postmodernist
- Ideology and Critical Theory
- Educational Philosophies and Curriculum
- Idealism and Realism
- Pragmatism and Existentialism
- Perennialism and Essentialism
- Progressivism and Reconstructionism
- Summary and Conclusions
- Critical Perspective
- Resources for Curriculum Study
- References
Part III: What Curriculum Practitioners Do
- Chapter 9: Policy Making and Planning in Curriculum
- Policy Making in Curriculum Work
- Law and Policy
- What is Policy Making?
- Characteristics of Effective Policy Making
- Articulation
- Explanation
- Acceptance
- Replicability
- Feasibility
- Planning in Curriculum Work
- Characteristics of Effective Planning
- Planning Perspective
- Framework
- Design
- Documentation
- Factors Affecting the Complexity of Planning
- Scale and Capacity
- Variation in Standards
- Responsibility and Control
- State and Local Policy and Planning
- State Mandates
- The Textbook Review Process
- Mandates and Expectations in the School District
- Local Responsibilities and Capabilities
- National and Regional Policy and Planning
- Quasi-Governmental Organizations
- Interstate Educational Agents and NGOs
- Standards and the Bully Pulpit
- Summary and Conclusions
- Critical Perspective
- Resources for Curriculum Study
- References
- Chapter 10: Developing and Adapting Curriculum
- Creating Curriculum Development
- A Sample Curriculum Development Process
- Conceptualizing a Curriculum
- Goals and Purposes
- Audience and Use
- Designing a Curriculum
- Prototype Design
- Prototype Testing and Revision
- Field Testing and Revision
- Validation and Contextual Analysis
- Curriculum Adaptation
- Learning Modalities
- Students with Special Needs
- Multicultural Curriculum
- Alternative Adaptations
- Curriculum Alignment
- The Alignment Idea
- Assessing Curriculum Development and Adaptation
- Assigning Value
- Assessing the Process
- Assessing the Product
- Summary and Conclusions
- Critical Perspective
- Resources for Curriculum Study
- References
- Chapter 11: Implementing and Managing the Curriculum
- Management in Curriculum Work
- Managing the Curriculum Mission
- Forming a Curriculum Management Strategy
- Development and Integration
- Resource Allocation
- Maintenance and Monitoring
- Formative and Summative Applications
- Curriculum Management Tools
- Reporting Systems
- Curriculum Analysis
- Curriculum Mapping
- Curriculum Workers
- Innovation Studies
- Managing for Quality
- Curriculum Consumer
- Curriculum Integrity
- Curriculum Acquisition
- Curriculum Effectiveness
- Key Issues in Management: The Reality and the Ideal
- Thinking Strategically
- Continuity
- Policy Planning
- Personnel
- Capacity
- Summary and Conclusions
- Critical Perspective
- Resources for Curriculum Study
- References
- Chapter 12: Evaluation in Curriculum Work
- Curriculum and Accountability
- Purposes and Accountability
- Activities in Accountability
- Linkages in Accountability
- Curriculum, Accountability, and Evaluation
- The Emergence of Evaluation
- Objectives, Curriculum, and Evaluation
- Standards, Curriculum, and Evaluation
- National Evaluation and the NAEP
- The Processes of Assessment and Evaluation
- Conceptualizing Assessment-Evaluation
- Tools for Curriculum Evaluation
- Classroom Teacher Tools
- Standardized Tests
- Curriculum Analysis
- Evaluation Models
- Other Tools for Appraising Curriculum
- Action Research
- Other Research Methods
- Meta-Analysis
- Doing Evaluation in Curriculum Work
- Curriculum Evaluation and Policy Work
- Evaluation and Curriculum Development
- Evaluation and Curriculum Management
- Summary and Conclusions
- Critical Perspectives
- Resources for Curriculum Study
- References
Part IV: Challenges of Curriculum Change
- Chapter 13: Interpreting Contemporary Curriculum Issues
- Theme: Control of Schooling and Curriculum
- Organization and Structural Issues
- Control Issues
- The Curriculum Connection
- Theme: Schooling and Curriculum Reform
- Patterns in Reform
- Administrative Issues in Reform
- Process Issues in Reform
- Organizational and Content Issues
- Debating School Reform
- Theme: Accountability in Schooling and Curriculum
- Curriculum Accountability
- An Accountability Example
- NCLB and Accountability
- Theme: Effects of Social Changes on Schooling and Curriculum
- Social and Cultural Diversity
- Technological Relevance
- Social Institutions and Ideologies
- Summary and Conclusions
- Critical Perspective
- Resources for Curriculum Study
- References
- Chapter 14: Interpreting Trends in Curriculum
- What is a Trend?
- Trend: Technology and Reticulation
- Techno-Social Impulses
- Space-Time-Learning
- Implications
- Trend: Shifting Ideologies and Change
- Conflicting Ideologies
- Democratization
- Curriculum-as-Message
- Implications
- Trend: The Impulse of Globalization
- Globalism and the Global Village
- Recentering Economic and Political Power
- Curriculum and Globalism
- Implications
- Trend: Rethinking Schools and Schooling
- The Institution of Schooling
- Chasing Obsolescence
- Power and Control
- Entrepreneurship
- Implications
- Trend: The Rising Importance of Curriculum
- Curriculum as Social Glue
- Nationalization
- Changing Knowledge and Work
- Implications
- Summary and Conclusions
- Critical Perspective
- Resources for Curriculum Study
- References
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Back Matter
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