9780133833614

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Contemporary Issues in Curriculum, 6/e presents an eclectic, balanced approach to the major emergent trends in the field from a diversity of leaders in the field who share their opinions and thoughts on curriculum issues. An issues-oriented collection of 36 articles by the major thinkers in curriculum study, it looks at issues that affect successful implementation, planning, and evaluation of curriculum at all levels of learning. Organized into six Parts–Curriculum and Philosophy, Curriculum and Teaching, Curriculum and Learning, Curriculum and Instruction, Curriculum and Supervision, and Curriculum and Policy–the readings reflect both traditionally held assumptions as well as those more controversial in nature. Students and practitioners have the opportunity to turn to a single source to investigate the breadth of issues that affect curriculum, examine and debate the issues, formulate their own ideas, and help shape the future direction of the field.

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Edward Frank Pajak is a Professor in the School of Education at Johns Hopkins University. He has published more than 50 articles in prominent journals, most recently in the American Educational Research Journal (2012) and in Teachers College Record (2011), as well as six books. His current scholarship involves the application of psychoanalytic concepts toward better understanding of schools, teaching, culture, and education reform.

Professor Pajak’s recent books include: Contemporary Issues in Curriculum, 5^th edition, Pearson (2010); Supervising Instruction: Differentiating for Teacher Success, Christopher-Gordon (2008); and Honoring Diverse Teaching Styles: A Guide for Supervisors, Association for Supervision and Curriculum Development (2003).

Preface

Part One: Curriculum and Philosophy

Chapter 1 Philosophy as A Basis for Curriculum Decisions, ALLAN C. ORNSTEIN

Chapter 2 Goals and Objectives, RONALD S. BRANDT AND RALPH W. TYLER

CHAPTER 3 WHAT DOES IT MEAN TO SAY A SCHOOL IS DOING WELL?, ELLIOT W. EISNER

Chapter 4 Art And Imagination: Overcoming A Desperate Stasis, MAXINE GREEN

CHAPTER 5 A COMMON CORE OF READINESS, Robert Rothman

Pro-Con Chart 1 Should the schools introduce a values-centered curriculum for all students?

Case Study 1 A Clash Concerning the Arts Curriculum

Part Two: Curriculum And Teaching

Chapter 6 Teaching Themes of Care, NEL NODDINGS

Chapter 7 The Heart of A Teacher, PARKER J. PALMER

Chapter 8 Critical Issues In Teaching, ALLAN C. ORNSTEIN

Chapter 9 Productive Teachers: Assessing The Knowledge Base, HERBERT J. WALBERG

Chapter 10 Honoring Diverse Styles Of Beginning Teachers, EDWARD F. PAJAK, ELAINE STOTKO, AND FRANK MASCI

Chapter 11 Keeping Good Teachers: What It Matters, What Leaders Can Do, LINDA DARLING-HAMMOND

Pro-Con Chart 2 Should teachers be held accountable for their teaching?

Case Study 2 School District Proposes Evaluations by Students

Part Three: Curriculum And Learning

Chapter 12 Grappling, THEODORE R. SIZER AND NANCY FAUST SIZER

Chapter 13 Creating Creative Minds, ROBERT J. STERNBERG AND TODD I. LUBART

Chapter 14 The Cognitive-Developmental Approach to Moral Education, LAWRENCE KOHLBERG

CHAPTER 15 TARGETED, NOT UNIVERSAL PRE-K, CHESTER E. FINN, JR.

CHAPTER 16 DEMOGRAPHICS AND EXCELLENCE IN THE 21ST CENTURY, NORMAN ENG

Chapter 17 Disciplining The Mind, VERONICA BOIX MANSILLA AND HOWARD GARDNER

Pro-Con Chart 3 Should special education students be grouped (mainstreamed) into regular education classes?

Case Study 3 Language and Standardized Testing

Part Four: Curriculum and Instruction

Chapter 18 Flunking innovation and creativity, YONG ZHAO

Chapter 19 teach up for excellence, CAROL ANN TOMLINSON AND EDWIN LOU JAVIUS

Chapter 20 The Thought-Filled Curriculum, ARTHUR L. COSTA

Chapter 21 The Importance Of Multicultural Education, GENEVA GAY

Chapter 22 Knowledge Alive, DAVID PERKINS

Chapter 23 WHAT STUDENTS NEED TO LEARN: a diploma worth having, GRANT WIGGINS

Pro-Con Chart 4 Should academic content standards be used in place of curriculum guides?

Case Study 4 An Advocate for Longer School Days

Part Five: Curriculum And Supervision

Chapter 24 The Politics Of Virtue: A New Framework For School Leadership, THOMAS J. SERGIOVANNI

Chapter 25 What The World Can Teach Us About New Teacher Induction, HARRY K. WONG, TED BRITTON, AND TOM GANSER

Chapter 26 Clinical Supervision And Psychological Functions, EDWARD F. PAJAK

Chapter 27 beginning teacher induction: what the data tell us, RICHARD INGERSOLL

Chapter 28 Instructional Insensitivity Of Tests: Accountability’s Dire Drawback, W. JAMES POPHAM

Chapter 29 Diagnosing School Decline, DANIEL L. DUKE

Pro-Con Chart 5 Should the person who helps teachers improve instruction also evaluate their performance?

Case Study 5 A Principal Works for Inclusion

Part Six: Curriculum And Policy

Chapter 30 manage "Human Capital" Strategically, ALLAN ODDEN

Chapter 31 Beyond Standardization: Powerful New Principles For Improvement, ANDY HARGREAVES AND DENNIS SHIRLEY

Chapter 32 Dichotomizing Educational Reform, CARL D. GLICKMAN

Chapter 33 Assessment For Learning Around The World: What Would It Mean To Be Internationally Competitive?, LINDA DARLING-HAMMOND AND LAURA MCCLOSKEY

Chapter 34 Perennial Reform: Fixing School Time, LARRY CUBAN

Chapter 35 EXCELLENCE, EQUALITY, AND EDUCATION, ALLAN C. ORNSTEIN

Pro-Con Chart 6 Should parent choice be a major consideration in determining where students attend school?

Case Study 6 School Board Debates Bilingual Education Program

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Contemporary Issues in Curriculum, Loose-Leaf Version with Pearson eText -- Access Card Package

Contemporary Issues in Curriculum, Loose-Leaf Version with Pearson eText -- Access Card Package

0133833615

Summary

Author Biography

Table of Contents

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