Curriculum planning: integrating multiculturalism, constructivism, and education reform
Gespeichert in:
| Beteilige Person: | |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Long Grove, IL
Waveland Press
2006
|
| Ausgabe: | 3. ed. |
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014683644&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Umfang: | XX, 450 S. Ill., graph. Darst. |
| ISBN: | 1577663934 |
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Datensatz im Suchindex
| _version_ | 1819345368624660480 |
|---|---|
| adam_text | CONTENTS PREFACE XV TO THE STUDENT XIX 1 AN INTRODUCTION TO CURRICULUM
DEVELOPMENT 1 * THE CASE OF EASTWOOD MIDDLE SCHOOL 2 THE INTERRELATED
THEMES 4 THE IMPORTANCE OF CURRICULUM 7 DEFINING CURRICULUM 7
INTERPRETING CURRICULUM 9 THE HIDDEN CURRICULUM 10 IMPACT ON
MULTICU1TURA1 EDUCATION 12 A N EED FOR REFORM 13 EARLY ATTEMPTS AT
EDUCATION REFORM 13 THE IMPACT OF A NATION AT RISK 14 THE LEGACY OF A
NATION AT RISK: NO CHI1D LEFT BEHIND 20 POSITIVE OUTCOMES OF EDUCATION
REFORM 22 * CASE STUDY: ACTION RESEARCH AS AN INSTRUMENT OF CHANGE 26
SUMMARY 32 ADDITIONAL LEAMING OPPORTUNITIES 33 SUGGESTED ACTIVITIES 34 2
SOCLAL AND TECHNOLOGICAL FOUNDATIONS OF CURRICULUM 35 * THE CASE OF
LINDA BLEVINS AND MARVIN WATTS 36 PART I: SOCIAL FOUNDATIONS 38
IMPORTANCE OFTHE SOCIETY-SCHOOL RELATIONSHIP 38 THE SCHOOL S INFLUENCE
ON THE COMMUNITY 40 HOW SOCIETY INFLUENCES SCHOO1S 43 FUTURE CONCEMS 49
A FINAL THOUGHT ON SOCIA1 FOUNDATIONS 56 PART II: TECHNOLOGICAL
FOUNDATIONS 57 * CASE STUDY: ACCESSING THE INTERNET 57 VII VIII CONTENTS
3 EDUCATION TECHNOLOGY /INFORMATION LITERACY 62 THE VERSATILE COMPUTER
63 THE EVOLVING NATURE OF COMPUTER-ASSISTED CURRICULUM 63 MEETING
MULTICULTURAL GOALS 64 INTERDISCIPLINARY APPLICATIONS 65 OTHER
TECHNOLOGICAL DEVELOPMENTS 65 THE INTERNET EXPLOSION 66 MESSAGE BOARDS,
FORUMS, NEWSGROUPS, AND LISTSERVS 66 BLOGS (WEBLOGS) 67 E-LEAMING AND
VIRTUAL SCHOOLING 70 VIRTUAL FIELD TRIPS 72 IMPACT ON LEAMERS 72 IMPACT
ON TEACHERS AND CURRICULUM PLANNERS 73 EDUCATION TECHNOLOGY:
IMPLICATIONS FOR THE FUTURE 75 SUMMARY 76 ADDITIONAL LEAMING
OPPORTUNITIES 78 SUGGESTED ACTIVITIES 79 HISTORICAL AND PHILOSOPHICAL
FOUNDATIONS OF CURRICULUM * THE CASE OF DIANE W ORIEY 82 PART I:
HISTORICAL FOUNDATIONS 84 THE EVOLUTION OF AMERICAN EDUCATION 84 THE
MIGRATIONS 84 EARLY SCHOOLS 85 THE PUBLIC SCHOOL 86 GOALS FOR TOMORROW S
SCHOOLS 94 PART 11:PHILOSOPHICAL FOUNDATIONS 95 BASIC PHILOSOPHICAL
SYSTEMS 96 EPISTEMOLOGY 96 AXIOLOGY 97 REALISM 97 PRAGMATISM 98
PROGRESSIVISM 99 ESSENTIALISM 99 PERENNIALISM 99 RECONSTRUCTIONISM 100 *
CASE STUDY: PHILOSOPHIES IN CONFLICT 103 INFLUENCES OF PHILOSOPHY ON
EDUCATION 107 ESTABLISHING LONG-RANGE OBJECTIVES 107 THE TEACHER S
INFLUENCE 108 THE TEACHER AS AN AGENT OF CHANGE 108 A MORAL GUIDE 109 A
CLARIFIER 109 A PROCESS 110 SUMMARY 110 ADDITIONAL LEAMING OPPORTUNITIES
111 SUGGESTED ACTIVITIES 112 81 CONTENTS IX 4 5 CONCEPTS, THEORIES, AND
MODELS * THE CASE OF A DISAPPOINTED STUDENT 116 THE ROLE OF RESEARCH 117
A GROWING RESEARCH BASE 117 SCIENCE VERSUS COMMON SENSE 118
TERMINOLOGICAL PITFALLS 119 CONCEPTS 120 THEORIES 122 SAMPIE THEORIES
124 * CASE STUDY: SELECTING ACTIVITIES TO PERSONALIZE THE CURRICULUM 124
MODELS 127 THE ALM MODEL 128 TABA S INVERTED MODEL 128 TY1ER S
ENDS-MEANS MODEIBO THE OLIVA MODELS 131 THE SAY10R AND ALEXANDER MODEL
134 MACDONA1D S MODEL 134 THE ZAIS EC1ECTIC MODEL 134 THE PARALLEL
CURRICULUM MODEL 137 EXAMPLES OFMODELS IN ACTION 139 PROJECT ESCAPE 139
ALVEMO COLLEGE 140 EXPERIENTIAL CURRICULUM 142 AMERICAN STUDIES PROGRAM
AT CENTRA1 HIGH 142 SOME FINAL SUGGESTIONS 150 SUMMARY 150 ADDITIONAL
LEARNING OPPORTUNITIES 151 SUGGESTED ACTIVITIES 152 DESIGNING AND
ORGANIZING CURRICULA * THE CASE OF THE LITTLE SCHOOL THAT GREW 154
CURRICULUM DESIGNS 156 THE SUBJECT-CENTERED CURRICULUM 158 THEBROAD-FIE1DS CURRICULUM 160 * CASE STUDY: A PARTNERSHIP APPROACH TO
DESIGNING CURRICULA TO REDUCE THE ACHIEVEMENT GAP BETWEEN MINORITY AND
MAINSTREAM STUDENTS 162 THE CORE CURRICULUM 166 THE TRUMP PLAN 169 THE
SPIRAL CURRICULUM 170 MASTERY LEAMING 171 PROBLEM SOLVING 172 SELECTING
CURRICULUM DESIGNS 173 115 153 X CONTENTS CURRICULUM DESIGN QUALITIES
174 SCOPE 174 SEQUENCE 174 CONTINUITY 174 ARTICULATION 174 BALANCE 175
THE ROLE OFEMOTIONS IN LEARNING 175 A FINAL NOTE 175 SUMMARY 176
ADDITIONALLEARNINGOPPORTUNITIES 177 SUGGESTEDACTIVITIES 178 6 AIMS,
GOALS, AND OBJECTIVES 179 * THE CASE OFSAN SONA ELEMENTARY SCHOOL 180
THE AIMS, GOALS, AND OBJECTIVES OFCURRICULUM DEVELOPMENT 181 AIMS 183
GOALS 183 OBJECTIVES 184 CRITERIA FOR WRITING PERFORMANCE OBJECTIVES 184
PERFORMANCE OBJECTIVES IN THE THREE DOMAINS 185 * CASE STUDY: AS THE
CROW FLIES 190 SUMMARY 199 ADDITIONALLEARNINGOPPORTUNITIES200
SUGGESTEDACTIVITIES 200 7 SELECTING CONTENT AND ACTIVITIES 203 * THE
CASE OF BUILDING BRIDGES TO REFORM 204 THE IMPORTANCE OF CONTENT AND
ACTIVITIES SELECTION 209 ARENAS AND ACTORS IN CURRICULUM PLANNING 209
PROBLEMS IN CONTENT AND ACTIVITIES SELECTION 214 PRESSURE GROUPS 214
KNOWLEDGE EXPLOSION 215 OVERRELIANCE ON TEXTBOOKS 215 PERSONAL
PREFERENCE 216 NATIONAL GOALS 216 SELECTING CONTENT 217 THE NATURE
OFKNOWLEDGE 217 SOCIETY S NEEDS 219 LEAMERS NEEDS 219 HUMAN DEVELOPMENT
220 THE COMPREHENSIVE HIGH SCHOOL 220 PERSONALIZING THE CURRICULUM 221
AT-RISK STUDENTS 222 SELECTING ACTIVITIES 223 * CASE STUDY: THE ROLE OF
COLLABORATION IN CURRICULUM DECISIONS 224 THE KNOWLEDGE BASE 230 PROBLEM
SOLVING 230 INTEMATIONALIZATION AND GLOBAL AWARENESS 232 CONTENTS XI
EDUCATION REFORM S IMPACT ON SE1ECTION OF CONTENT AND ACTIVITIES 233 A
NEED FOR INCREASED FLEXIBILITY 233 TEACHER EMPOWERMENT 234 STUDENT
EMPOWERMENT 235 BUILDING SELF-CONFIDENCE AND SECURITY 236 CHECKLIST FOR
REVISING CURRICULA 237 TABLES OF SPECIFICATIONS 238 SUMMARY 241
ADDITIONALLEARNINGOPPORTUNITIES243 SUGGESTEDACTIVITIES 243 8 9 HELPLNG
PEOPLE CHANGE * THE CASE OFREGIONA1 UNIVERSITY 246 AGENTS FOR CHANGE 249
RESISTANCE TO CHANGE 250 BAITIERSTO CHANGE 251 SCHOOL CULTURE AND
CLIMATE 254 A NEED FOR INVO1VEMENT 255 WAYS OFINVOLVING TEACHERS 256
ACTION RESEARCH 259 * CASE STUDY: COLLABORATING FOR CHANGE 263 MOVING
BEYOND CURRENT HORIZONS 270 EDUCATIONAL LEADERSHIP 270 SUMMARY 275
ADDITIONALLEARNINGOPPORTUNITIES276 SUGGESTEDACTIVITIES 276 EVALUATLNG
INSTRUCTION AND THE CURRICULUM * THE CASE OF AN ACCREDITATION VISIT 280
THE SIGNIFICANCE OF EVALUATION 282 EVA1UATING INSTRUCTION 283 A NEED FOR
FORMATIVE EVALUATION 284 SUMMATIVE EVALUATION 286 NORM-REFERENCED VERSUS
CRITERION-REFERENCED EVALUATION 286 NATIONAL BOARD FOR PROFESSIONAL
TEACHING STANDARDS 287 CRITICISMS OFTHE STATE-LEVEL AND NATIONAL
STANDARDS 287 THE CASE AGAINST COMPETITIVE EVALUATION 290 PORTFOLIOS 292
ASSIGNMENTS FOR EXTRA CREDIT 293 GRADING SYSTEMS 296 PERFORMANCE-BASED
ASSESSMENT 298 * CASE STUDY: INTEGRATING AND ASSESSING CRITICA1 THINKING
ACROSS THE CURRICULUM 301 245 279 XII CONTENTS EVA1UATING THE CURRICULUM
304 A NEED FOR CONSISTENCY AND TEACHER INVOLVEMENT 304 A NEED FOR
CURRICULUM ALIGNMENT 305 A NEED TO INVOLVE TEACHERS 305 A NEED FOR
INTEGRATION 305 THE CIPP MODEL 306 EVA1UATING CURRICULUM COMPONENTS 306
EVALUATING MISSION STATEMENT 306 EVALUATING CURRICULUM SEQUENCE 308
EVALUATING CURRICULUM CONTINUITY 308 EVALUATING CURRICULUM SCOPE 308
EVALUATING ARTICULATION 309 EVALUATING BALANCE 309 EVALUATING CURRICULUMCOHERENCE 310 EVA1UATING SCHOO1 REFORM 310 SCHOOL TRANSFORMATION 310
SUMMARY 311 ADDITIONALLEAMING OPPORTUNITIES312 SUGGESTEDACTIVITIES 313
10 PLANNING AND CONVERTING CURRICULUM INTO INSTRUCTION 315 * A WICHITA
SCHOO1 CASE 316 LONG- RANGE P1ANNING 318 CONCEPT DEVELOPMENT 318 THE
UNIT PLAN 319 DAI1Y LESSON P1ANNING 324 FACTORS AFFECTING ACHIEVEMENT
324 WHAT MAKES A LESSON PLAN GOOD? 327 SUMMARIZING THE DAILY LESSON 329
* CASE STUDY: REENERGIZING A SCHOO1 IN A HIGH-CHALLENGE ENVIRONMENT 332
INDIVIDUA1IZING INSTRUCTION 336 IN-CLASS ABILITY GROUPING 337 INTERCLASS
ABILITY GROUPING 339 GRADE CONTRACTS 339 U SING INSTRUCTIONAL MODELS 340
COMPUTER-ENHANCED INDIVIDUALIZATION 345 OTHER WAYS TO INVOLVE STUDENTS
347 SUMMARY 351 ADDITIONALLEAMING OPPORTUNITIES352 SUGGESTEDACTIVITIES
353 355 11 CURRENT AND FUTURE CURRICULUM TRENDS TRENDS ACROSS THE
DISCIP1INES 356 SAFE SCHOOLS 356 SELF-DIRECTED LEAMING 357 HORNE
SCHOOLING 358 MULTIDISCIPLINARY /THEMATIC APPROACH 358 CONTENTS XIII
READING AND WRITING ACROSS THE CURRICULUM 360 ALTERNATIVE ASSESSMENT 360
TENURE AND LIFE CERTIFICATION 362 ETHNIC DIVERSITY 363 GENDER EQUITY 364
GEOGRAPHIE STEREOTYPING 365 STUDENTS WITH SPECIAL NEEDS 365 INCLUSION
366 * CASE STUDY: TRANSITIONING WITH NO CHILD LEFT BEHIND 368 GIFTED
STUDENTS 371 SENIOR CITIZENS 371 MAGNET SCHOOLS 372 CHARTER SCHOOLS 372
BUSINESS-SCHOOL PARTNERSHIP PROGRAMS 374 NATIONAL STANDARDS 374
INCREASED PARENTAL INVALVEMENT AND CONTRAL 376 INTERSTATE NEW TEACHER
ASSESSMENT AND SUPPORT CONSORTIUM (INT ASC) 377 PRIVATIZING PUBLIC
SCHOALS 378 THE WORLD OF WORK 379 VOUCHERS AND SCHOOL CHOICE 380
COOPERATIVE LEARNING 381 MULTIPLE INTELLIGENCES 382 EVALUATING TEXTBOOKS
AND ANCILLARY MATERIALS 382 INCREASED AND EXPANDED USE OFTECHNOLOGY 388
SUMMARY OF TRENDS ACROSS THE DISCIPLINES 388 TRENDS WITHIN THE
DISCIPLINES 388 MATHEMATICS 389 SCIENCE 390 LANGUAGE ARTS 391 FINE ARTS
393 SOCIAL STUDIES 394 HEALTH AND PHYSICAL EDUCATION 396 SUMMARY 397
ADDITIONALLEARNINGOPPORTUNITIES398 SUGGESTEDACTIVITIES 398 GLOSSARY 399
REFERENCES 409 NAME INDEX 435 SUBJEETINDEX 441
|
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| indexdate | 2024-12-20T12:34:16Z |
| institution | BVB |
| isbn | 1577663934 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-014683644 |
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| spellingShingle | Henson, Kenneth T. Curriculum planning integrating multiculturalism, constructivism, and education reform Constructivism (Education) United States Case studies Curriculum planning United States Case studies Educational change United States Case studies Multicultural education United States Case studies Interkulturelle Erziehung (DE-588)4123440-6 gnd Konstruktivismus Philosophie (DE-588)4032237-3 gnd Curriculumplanung (DE-588)4148410-1 gnd |
| subject_GND | (DE-588)4123440-6 (DE-588)4032237-3 (DE-588)4148410-1 (DE-588)4522595-3 |
| title | Curriculum planning integrating multiculturalism, constructivism, and education reform |
| title_auth | Curriculum planning integrating multiculturalism, constructivism, and education reform |
| title_exact_search | Curriculum planning integrating multiculturalism, constructivism, and education reform |
| title_full | Curriculum planning integrating multiculturalism, constructivism, and education reform Kenneth T. Henson |
| title_fullStr | Curriculum planning integrating multiculturalism, constructivism, and education reform Kenneth T. Henson |
| title_full_unstemmed | Curriculum planning integrating multiculturalism, constructivism, and education reform Kenneth T. Henson |
| title_short | Curriculum planning |
| title_sort | curriculum planning integrating multiculturalism constructivism and education reform |
| title_sub | integrating multiculturalism, constructivism, and education reform |
| topic | Constructivism (Education) United States Case studies Curriculum planning United States Case studies Educational change United States Case studies Multicultural education United States Case studies Interkulturelle Erziehung (DE-588)4123440-6 gnd Konstruktivismus Philosophie (DE-588)4032237-3 gnd Curriculumplanung (DE-588)4148410-1 gnd |
| topic_facet | Constructivism (Education) United States Case studies Curriculum planning United States Case studies Educational change United States Case studies Multicultural education United States Case studies Interkulturelle Erziehung Konstruktivismus Philosophie Curriculumplanung USA Fallstudiensammlung |
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