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Balanced yet eclectic in its approach, Contemporary Issues in Curriculum reflects the emergent trends in the field of curriculum. The third edition of this issues-oriented collection offers 36 articles by the major thinkers in curriculum study. Designed for students in curriculum, instruction, administration, and teacher education, it explores the issues that affect implementation, planning, and evaluation of curriculum at all levels of learning. The editors have organized the collection 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 beliefs and those that are more controversial in nature, providing students and practitioners the opportunity to investigate the breadth of issues that affect curriculum and to access such information in a single source. Readers are encouraged to examine and debate these issues, to formulate their own ideas, and to shape what direction the field of curriculum should take.
Table of Contents
PART ONE: CURRICULUM AND PHILOSOPHY
Philosophy as A Basis for Curriculum Decisions
Allan C. Ornstein
Goals and Objectives
Ronald S. Brandt
Ralph W. Tyler
Alternative Curriculum Conceptions and Designs
M. Frances Klein
A Pedagogy of Possibility
Art and Imagination
There's too Much to Teach
Jane Roland Martin
Should The Schools Introduce A Values-Centered Curriculum For All Students?
A Clash Concerning The Arts Curriculum
PART TWO: CURRICULUM AND TEACHING
Teaching Themes of Care
The Heart of A Teacher
Parker J. Palmer
Critical Issues In Teaching
Allan C. Ornstein
Herbert J. Wahlberg
Knowledge and Teaching
Lee S. Shulman
Beyond Anxiety and Nostalgia
Should Teachers Be Held Accountable For Their Teaching?
School District Proposes Evaluations by Students
PART THREE: CURRICULUM AND LEARNING
Theodore R. Sizer
Nancy Faust Sizer
Critical Thinking-What Can It Be?
Creating Creative Minds
Robert J. Sternberg
Todd I. Lubart
The Cognitive-Developmental Approach to Moral Education
A Critical Examination of Character Education
Assessment, Student Confidence, and School Success
Richard J. Stiggins
Should Special Education Students Be Grouped (Mainstreamed) Into Regular Education Classes?
Parents Seek To Dismantle the Tracking System
PART FOUR: CURRICULUM AND INSTRUCTION
The Search for Methods of Instruction
Benjamin S. Bloom
A New Look At School Failure and School Success
What Does it Mean to Say That A School Is Doing Well?
Elliot W. Eisner
Teaching and Teacher Accountability
Allan C. Ornstein
Realizing the Promise of Standards-Based Education
Michael J. Schmoker
Robert J. Marzano
Educating the Net Generation
Should Academic Content Standards Be Used in Place of Curriculum Guides?
An Advocate for Longer School Days
PART FIVE: CURRICULUM AND SUPERVISION
Teacher Learning that Supports Student Learning
The Politics of Virtue: A New Framework For School Leadership
Thomas J. Sergiovanni
Five Models of Staff Development For Teachers
The Evolution of Peer Coaching
Results-Oriented Professional Development
Thomas R. Guskey
Clinical Supervision and Psychological Functions
Edward F. Pajak
Should the Person Who Helps Teachers to Improve Instruction Also Evaluate Their Performance?
the New Principal Asserts Authority
PART SIX: CURRICULUM AND POLICY
Educational Demographics: What Teachers Should Know
Creating School, Family, and Community Partnerships
Joyce L. Epstein
Challenges for Educators: Lesbian, Gay, and Bisexual Families
James T. Sears
Limiting Students' School Success and Life Chances
Jeannie S. Oakes
The Costs of Sustaining Educational Change Through Comprehensive School Reform
Dichotomizing Educational Reform
Carl D. Glickman
Should Parent Voice Be A Major Consideration in Determining Where Students Attend School?