Curriculum : alternative approaches, ongoing issues / Colin J. Marsh, George Willis.

Format:

Book

Author/Creator:

Marsh, Colin J.

Contributor:

Willis, George, 1941-

James Hosmer Penniman Book Fund.

Language:

English

Subjects (All):

Education--Curricula--United States.

Education.

Education--Curricula.

United States.

Curriculum planning--United States.

Curriculum planning.

Curriculum evaluation--United States.

Curriculum evaluation.

Curriculum change--United States.

Curriculum change.

Physical Description:

xvi, 389 pages : illustrations ; 24 cm

Edition:

Third edition.

Place of Publication:

Upper Saddle River, N.J. : Merrill/Prentice Hall, [2003]

Contents:

1 The Character of Curriculum 1

1.2 Defining Curriculum 7

An Interrelated Set of Plans and Experiences 13

2 Curriculum History 20

2.2 Three Focal Points for Curriculum History 22

The Nature of Subject Matter 23

The Nature of Society 24

The Nature of the Individual 25

2.3 The Colonial Era and the Early United States 27

The Harvard Curriculum 28

Franklin's Academy 30

2.4 The Nineteenth Century 30

The Common School Movement and the Expansion of the Curriculum 31

Reports of the National Education Association 32

2.5 The Twentieth Century 40

The Cardinal Principles of Secondary Education 41

Franklin Bobbitt and Activity Analysis 43

Child-Centered Pedagogy 44

The 1927 NSSE Yearbook 45

The Eight-Year Study 48

After World War II 51

Sputnik and the National Response 51

The Curriculum Reform Movement 53

A New Risk to the Nation 55

The National Commission on Excellence in Education 56

2.6 Prospects for the Twenty-First Century 61

3 Approaches to Curriculum 66

Tyler's Rational-Linear Approach 71

Walker's Deliberative Approach 78

Eisner's Artistic Approach 81

3.3 Is One Approach Preferable? 87

4 Curriculum Theorizing 93

4.2 What Is Curriculum Theorizing? 97

Curriculum Models 99

Curriculum Theorizing 99

4.3 Major Categories of Curriculum Theorizing 101

Prescriptive Theorizers: Creating the Best Curricula Possible 103

Descriptive Theorizers: Mapping the Procedures of Curriculum Development 112

Critical-Exploratory Theorizers: Understanding Curriculum in Terms of What Has Been, Is, and Might Be 120

4.4 Curriculum Theory and Theorizing Today 142

5 Curriculum Development and Change 155

Curriculum Developers 158

Curriculum Change 158

Innovation 158

Diffusion and Dissemination 159

5.3 The Curriculum Continuum 160

5.4 Curriculum Development as a Planned Activity 162

Levels of Curriculum Development 162

Activities of Curriculum Developers 167

Expertise and Control of Curriculum Development 168

Site of Activities 170

Use of Products 171

Typology 172

5.5 The Process of Educational Change 172

Attributes of an Innovation 174

Contexts of Innovations 175

5.6 Change Models 176

Models External to the School 177

Models Internal to the School 180

A Model Spanning External, Internal, and Personal Influences 184

6 Curriculum Planning: Levels and Participants 193

6.2 Planning at Different Levels 195

Policies and Programs: The Macro and Intermediate Levels 196

Lessons: The Micro Level 197

6.3 Teachers 198

Teacher Beliefs and Constructivism 199

How Teachers Plan 199

Interacting with Other Faculty 202

Site-Based Management 203

Educational Policies and Priorities of School Districts 205

Organizational Policies of Individual Schools 206

Societal Pressures 206

6.4 Principals 207

Leadership Styles of School Principals 208

6.5 Parents 211

Desirable versus Actual Practices 214

6.6 Students 215

Reasons for Student Participation 215

Reasons against Student Participation 218

6.7 External Facilitators 219

7 Curriculum Implementation 231

7.3 Influences on Implementation 236

7.4 Discovering and Describing What Happens in Implementation 239

Implementation: Student Activities and Achievements 239

Implementation: Use of Curriculum Materials 240

Implementation: Teacher Activities 241

7.5 Research on Implementation 241

Fidelity of Implementation 241

Adaptation in Implementation 243

The Continuing Debate: Fidelity of Use versus Mutual Adaptation 244

7.6 Supporting Curriculum Implementation 247

Federal and State Actions 247

Approaches to Implementation 249

8 Curriculum Evaluation and Student Assessment 273

8.2 Purposes of Curriculum Evaluation 277

Why Evaluate? 279

What to Evaluate? 280

On What Basis to Evaluate? 280

8.3 Examples of Student Assessment 286

Authentic Assessment 286

Other Forms of Assessment 294

8.4 Persons Involved in Evaluations 299

8.5 Are There Uniform Standards? 299

8.6 Preparing for a Formal Evaluation 301

8.7 Evaluation Models 304

Objectives Model 305

Countenance Model 310

Illuminative Model 314

Educational Connoisseurship Model 318

9 Politics and Curriculum Decision Making 329

9.2 Decision Makers and Influences on Them 332

The Decision Makers 333

Some Influential Groups 334

Levels of Influence 339

9.3 Who Initiates the Curriculum? 340

9.4 Who Determines Priorities? 342

9.5 Who Implements the Curriculum? 346

9.6 Who Is Responsible for What Happens? 347

9.7 How Power Is Applied: Some Examples 349

Charter Schools as a Counter-Example 353

9.8 Implications for Teachers 355

Professionalization 357

Empowerment 359.

Notes:

Includes bibliographical references and indexes.

Local Notes:

Acquired for the Penn Libraries with assistance from the James Hosmer Penniman Book Fund.

ISBN:

0130945129

OCLC:

48641545