Descripciones mejoradas de Syndetics:

Curriculum offers a broad, comprehensive introduction to curriculum theory and practice. The sixth edition highlights major philosophies and principles while also examining the conflicting conceptions of curriculum. Readers will find a balanced analysis of humanistic, social reconstructionist, technological, and academic perspectives. This will help future educators gain a better understanding of practices, issues, and possible achievements in the curriculum.

Tabla de contenidos provista por Syndetics

• Preface
• Part I Conceptions of Curriculum
• Chapter 1 The Humanistic Curriculum
• Characteristics of the Humanistic Curriculum
• Purpose
• Role of the Teacher
• Directions in Humanistic Curriculum
• A Confluent Curriculum
• Consciousness and Transcendency
• Responses to Depersonalization
• Psychological Foundations of the Humanistic Curriculum
• Third Force Psychology
• Historical Antecedents to the Humanistic Curriculum
• Ancient Greeks and Romans
• Traditional Humanities
• Progressive Education
• Spiritual Images
• Criticisms of the Humanistic Curriculum
• Concluding Comments
• Chapter 2 The Social Reconstructionist Curriculum
• Characteristics of the Social Reconstructionist Curriculum
• Purpose
• Role of the Teacher
• Social Reconstruction in Practice
• Changing the Community
• Freire's Social Reconstructionism
• Neo-Marxists
• Futurologists
• Social Adaptation versus Social Reconstruction
• Psychological Foundations of Social Reconstruction
• Cultural Psychology as a Source
• Psychoanalytical Psychology and Social Reconstruction
• Historical Antecedents to Social Reconstruction
• Criticisms of Social Reconstructionism
• Concluding Comments
• Chapter 3 The Systemic Curriculum
• Alignment
• Accountability
• Standards-Based Curriculum
• Policies for Standards-Based Curriculum
• Standards-Based Curriculum in the Classroom
• Psychological Foundations of the Systemic Curriculum
• Historical Antecedents to the Systemic Curriculum
• Consequences of Systemic Curriculum
• Concluding Comments
• Chapter 4 The Academic Curriculum
• Approaches to the Academic Curriculum
• The Forms of Knowledge Approach
• Structure in the Disciplines Approach
• Reaction against a Structure of Knowledge
• Revival of the Disciplines Approach
• Liberal Arts and the Academic Core
• Cultural Literacy
• Making Subject Matter More Appealing to Growing Minds
• Psychological Foundations of the Academic Curriculum
• Historical Antecedents of the Academic Curriculum
• Concluding Comments
• Part II Curriculum Development
• Chapter 5 Deciding What Should be Taught
• Arena for Deciding What to Teach
• Levels of Decision Making
• Curriculum at Different Levels
• Contexts for Development of Curriculum
• Range of Activity
• Development of Materials
• State, Regional, and Local Curriculum Planning
• Institutional Curriculum Planning
• Functions of the Curriculum
• Determining What to Teach
• Rational and Technical Models in Curriculum Decision Making
• Needs Assessment Model
• The Futuristic Model
• The Rational Model
• The Vocational or Training Model
• Alternative Approaches to Determining Curriculum Purposes
• Disjointed Incrementalism
• Emergent Approaches in Curriculum Decision Making
• A Comment on Models and Approaches for Curriculum Building
• Concluding Comments
• Chapter 6 Developing and Selecting Learning Opportunities
• Standards for Teaching Impact Classroom Curriculum Development
• Principles for Developing Learning Opportunities
• Learning Opportunities for Higher Order Thinking
• Transfer and Problem Solving
• Creativity
• Creating New Knowledge
• Procedures for Developing Learning Activities
• Current Orientations in Developing Learning Activities
• Criteria for Selecting Learning Activities
• Philosophical Criteria
• Psychological Criteria
• Political Criteria
• Practicality as a Criterion
• Scientifically Based Research Criteria
• Criticisms of Textbooks and Learning Opportunities
• Criticisms of Criteria for