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Developing the Curriculum
ISBN: 9780673521958 | 0673521958
Edition: 3rdFormat: Hardcover
Publisher: Addison-Wesley
Pub. Date: 1/1/1992
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| Most chapters conclude with | |
| Summary | |
| Questions for Discussion | |
| ldquo;Supplementary Exercises,rdquo; and ldquo;Bibliographyldquo; | |
| The Curriculum: Theoretical Dimensions | |
| Curriculum and Instruction Defined | |
| Conceptions of Curriculum | |
| Relationships Between Curriculum and Instruction | |
| Curriculum as a Discipline | |
| ... MORE | |
| Principles of Curriculum Development | |
| Clarification of Terms | |
| Types of Curriculum Developers | |
| Sources of Curriculum Principles | |
| Types of Principles | |
| Ten Axioms | |
| Curriculum Development: Roles Of School Personnel | |
| Curriculum Planning: A Multilevel, Multisector Process | |
| Illustrations of Curriculum Decisions | |
| Levels of Planning | |
| Sectors of Planning | |
| Curriculum Efforts at Various Levels | |
| Sectors Beyond the State | |
| Curriculum Planning: The Human Dimension | |
| The School as a Unique Blend | |
| The Cast of Players | |
| The Curriculum Leader and Group Process | |
| Curriculum Development; Components Of The Process | |
| Models for Curriculum Development | |
| Selecting Models | |
| Models of Curriculum Development | |
| Philosophy and Aims of Education | |
| Using the Proposed Model | |
| Aims of Education | |
| Philosophies of Education | |
| Formulating a Philosophy | |
| Examples of School Philosophies | |
| Needs Assessment | |
| Categories of Needs | |
| Needs of Students: Levels | |
| Needs of Students: Types | |
| Needs of Society: Levels | |
| Needs of Society: Types | |
| Conducting a Needs Assessment | |
| Curriculum Goals and Objectives | |
| Hierachy of Outcomes | |
| Defining Goals and Objectives | |
| Locus of Curriculum Goals and Objectives | |
| Constructing Statements of Curriculum Goals | |
| Constructing Statements of Curriculum Objectives | |
| Validating and Determining Priority of Goals and Objectives | |
| Organizing and Implementing the Curriculum | |
| Necessary Decisions | |
| Where We've Been: Curriculum Past | |
| Where We Are: Curriculum Present | |
| Where We're Going: Curriculum Future | |
| Looking Further Ahead | |
| Public and Private Enrollments | |
| Instructional Goals and Objectives | |
| Planning for Instruction | |
| Instructional Goals and Objectives | |
| The Use of Behavioral Objectives | |
| Guidelines for Preparing Instructional Goals and Objectives | |
| Taxonomic Levels | |
| Rules for Writing | |
| Validating and Determining Priority of Instructional Goals and Objectives | |
| Selecting and Implementing Strategies of Instruction | |
| Deciding on Instructional Strategies | |
| Sources of Strategies | |
| Styles of Teaching | |
| Styles of Learning | |
| Models of Teaching | |
| Teaching Skills | |
| Organizing for Instruction | |
| Presentation of Instruction | |
| Individualized Versus Group Instruction | |
| Evaluating Instruction | |
| Assessing Instruction | |
| An Era of Assessment | |
| Stages of Planning for Evaluation | |
| Norm-referenced Measurement and Criterion-referenced Measurement | |
| Evaluation in Three Domains | |
| Other Means of Evaluation | |
| Assessment Initiatives from Beyond the Classroom | |
| Evaluating the Curriculum | |
| Purposes and Problems of Curriculum Evaluation | |
| Delimiting Evaluation | |
| Evaluation Models | |
| Eight Concepts | |
| Curriculum Development: Products And Issues | |
| Curriculum Products | |
| Tangible Products | |
| Curriculum Guides, Courses of Study, Syllabi | |
| Resource Unit | |
| Sources of Curriculum Materials | |
| Issues in Curriculum Development | |
| Current Curriculum Issues | |
| Table of Contents provided by Publisher. All Rights Reserved. |
Peter F. Oliva is formerly professor and chairperson at Southern Illinois University, Florida International University, and Georgia Southern University.
