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For undergraduate and graduate-level introductory courses in Curriculum Development, grades K-12.

A practical, step-by-step guide of the entire curriculum development process
Developing the Curriculum guides readers through all of the aspects of developing a curriculum-from the underlying principles and concepts to the roles of school personnel, the components of the process, uses of technology, and current issues that are shaping the field. The textbook includes both traditional and contemporary approaches to give readers a comprehensive, balanced look at the theories and evidence-based practices demonstrated to be effective curriculum specialists and instructional leaders.

Now featuring a new lead author and co-author, the 9th Edition keeps readers up to date on the continually evolving field of curriculum development. A revised chapter on emerging digital trends helps future educational administrators understand how to incorporate online learning innovations into the curriculum. Updated content, research, and practices throughout reflect the current environment of rigorous standards implementation and accountability for student learning outcomes. These new features have lead to this text's nomination for the Writing and Research Award from the American Association of College for Teacher Educations (AACTE).

Tabla de contenidos provista por Syndetics

• Part I The Curriculum: Theoretical Dimensions(p. 1)
• Chapter 1 Curriculum And Instruction Defined(p. 2)
• Conceptions of Curriculum(p. 2)
• Curriculum Objectives or Standards(p. 6)
• Relationship Between Curriculum and Instruction(p. 8)
• Curriculum as a Discipline(p. 11)
• Curriculum Specialists(p. 14)
• Summary(p. 15)
• Application(p. 16)
• Reflection and Inquiry(p. 16)
• Websites(p. 16)
• References(p. 16)
• Chapter 2 Principles Of Curriculum Development(p. 18)
• Clarification of Terms(p. 18)
• Sources of Curriculum Principles(p. 19)
• Types of Principles(p. 20)
• Ten Axioms(p. 21)
• Eight Concepts of Curriculum Construction(p. 32)
• Summary(p. 44)
• Application(p. 44)
• Reflection and Inquiry(p. 44)
• Websites(p. 45)
• Suggested Readings(p. 45)
• References(p. 45)
• Part II Curriculum Development: Role of Personnel(p. 47)
• Chapter 3 Curriculum Development: A Multilevel, Multisector Process(p. 48)
• Curriculum Decisions(p. 48)
• Levels of Curriculum Development(p. 50)
• Sectors of Development(p. 60)
• Sectors Beyond the State(p. 61)
• Summary(p. 67)
• Application(p. 68)
• Reflection and Inquiry(p. 68)
• Websites(p. 68)
• Suggested Readings(p. 68)
• References(p. 69)
• Chapter 4 Curriculum Development: The Human Dimension(p. 71)
• The School and School District as a Unique Blend(p. 71)
• Role of Curriculum Team Members(p. 72)
• The Curriculum Specialist and the Team Process(p. 79)
• The Change Process(p. 79)
• Summary(p. 90)
• Application(p. 90)
• Reflection and Inquiry(p. 91)
• Suggested Readings(p. 91)
• References(p. 91)
• Part III Curriculum Development: Components of the Curriculum System Development Process(p. 93)
• Chapter 5 Models For Curriculum System Development(p. 94)
• Selecting Models(p. 94)
• Models of Curriculum Development(p. 95)
• Summary(p. 106)
• Application(p. 106)
• Reflection and Inquiry(p. 107)
• Websites(p. 107)
• References(p. 107)
• Chapter 6 Philosophy And Aims Of Education(p. 108)
• Using the Proposed Models(p. 108)
• Aims of Education: Mission or Purpose(p. 109)
• Philosophies of Education(p. 117)
• Formulating a Philosophy(p. 129)
• Examples of Educational Philosophies(p. 131)
• Summary(p. 133)
• Application(p. 134)
• Reflection and Inquiry(p. 134)
• Websites(p. 134)
• Suggested Readings(p. 135)
• References(p. 135)
• Chapter 7 Data And Evidence Informed Decision Making(p. 137)
• Changing Expectations(p. 137)
• Categories of Needs(p. 138)
• A Classification Scheme(p. 139)
• Needs of Students: Levels(p. 140)
• Needs of Students: Types(p. 142)
• Needs of Society: Levels(p. 144)
• Needs of Society: Types(p. 148)
• Needs Derived From the Subject Matter(p. 151)
• Steps in the Needs Assessment Process(p. 156)
• Summary(p. 156)
• Applies tion(p. 157)
• Reflection and Inquiry(p. 157)
• Websites(p. 157)
• Suggested Reading(p. 157)
• References(p. 158)
• Chapter 8 Curriculum Goals Or Overarching Ideas And Curriculum Objectives Or Standards(p. 160)
• Hierarchy of Curriculum System Components(p. 160)
• Defining Curriculum Goals and Objectives(p. 161)
• Constructing Statements of Curriculum Goals(p. 164)
• Constructing Curriculum Objectives or Standards(p. 164)
• Validating and Determining Priority of Curriculum Goals, Curriculum Objectives or Standards(p. 165)
• Historical Perspective(p. 167)
• Curriculum Documents and Artifacts(p. 169)
• Curriculum Guides(p. 169)
• Summary(p. 173)
• Application(p. 174)
• Reflection and Inquiry(p. 174)
• Websites(p. 174)
• Multimedia(p. 174)
• References(p. 175)
• Part IV Curriculum Implementation(p. 177)
• Chapter 9 Instructional Goals Or Essential Questions And Instructional Objectives Or Learning Targets(p. 178)
• Planning for Instruction(p. 178)
• Instructional Goals or Essential Questions and Instructional Objectives or Learning Targets Defined(p. 179)
• Historical Perspective(p. 180)
• Guidelines for Preparing Instructional Goals or Essential Questions and Instructional Objectives or Learning Targets(p. 183)
• Classification Systems(p. 186)
• Writing Instructional Goals and Objectives(p. 190)
• Validating and Determining Priority of Instructional Goals and Objectives(p. 193)
• Summary(p. 194)
• Application(p. 194)
• Reflection and Inquiry(p. 194)
• Websites(p. 195)
• References(p. 195)
• Chapter 10 Evidence Based Instruction(p. 197)
• Instructional Models(p. 197)
• Science of Instruction (SOI)(p. 201)
• Science of Learning (SOL)(p. 201)
• Organizing Instruction for Alignment with Standards(p. 206)
• Teaching: Art or Science?(p. 212)
• Summary(p. 213)
• Application(p. 213)
• Reflection and Inquiry(p. 214)
• Websites(p. 214)
• Podcast(p. 214)
• Suggested Readings(p. 214)
• References(p. 215)
• Part V Evaluation Of Effectiveness(p. 219)
• Chapter 11 Evaluation Of Instruction(p. 220)
• Assessing Instruction(p. 220)
• Collaborative Assessment Planning(p. 220)
• Assessment(p. 221)
• Stages of Planning for Evaluation(p. 222)
• Norm-Referenced Measurement and Criterion-Referenced Measurement(p. 225)
• Evaluation in Three Domains(p. 227)
• Performance Based Assessment(p. 232)
• Summary(p. 239)
• Application(p. 239)
• Reflection and Inquiry(p. 240)
• Additional Resources(p. 240)
• Websites(p. 240)
• Suggested Readings(p. 240)
• References(p. 241)
• Chapter 12 Evaluation Of The Curriculum(p. 243)
• Purposes and Problems of Curriculum Evaluation(p. 243)
• Evaluation(p. 246)
• Evaluation Models(p. 247)
• Standards for Evaluation(p. 256)
• Summary(p. 256)
• Application(p. 257)
• Reflection and Inquiry(p. 257)
• Websites(p. 257)
• Suggested Readings(p. 258)
• References(p. 258)
• Part VI Looking Forward In Curriculum Development(p. 261)
• Chapter 13 Trends In Digital Curriculum And Instruction(p. 262)
• Educational Technology(p. 262)
• Digital Learning (Online Learning)(p. 266)
• Personalized Learning(p. 269)
• Netiquette(p. 274)
• Summary(p. 276)
• Application(p. 276)
• Reflection and Inquiry(p. 276)
• Websites(p. 276)
• Suggested Reading(p. 277)
• References(p. 277)
• Credits(p. 279)
• Name Index(p. 281)
• Subject Index(p. 284)

Notas de autor provistas por Syndetics

William R. Gordon II has served as a teacher, instructional leader, and district-level executive leader in Florida. As both and elementary and high school principal, he became known for his deep understanding of curriculum and instruction, thought leadership, and systems approaches in the Orange County Public Schools (OCPS) school system. During his 11-year tenure as the principal of Winter Park High School, the school was named by the State of Florida as a "High-Performing School" due to the school's rigorous curriculum and outstanding student achievement. Additionally, U.S. News and World Report repeatedly ranked Winter Park High School in the top 1 percent of high schools in the nation. While in OCPS he became an area superintendent, where he was responsible for the curriculum, instruction and student and teacher performance in 29 diverse schools serving approximately 35,000 students. After serving in OCPS, he became the chief operations officer at Florida Virtual School (FLVS), the nation's oldest and largest public online public school system. While at serving as an executive leader at FLVS he established an Analysis, Assessment and Accountability (AAA) division in the district. The AAA division established enterprise-wide data collection, data analysis, and predictive analytics as a leader in the online industry. Additionally, he engaged with online curriculum, instruction, and professional learning. He has also served as an adjunct professor in the College of Education at the University of Central Florida.

Rosemarye T. Taylor has a rich background in teaching and leading in Georgia and Florida. She also served as national director of professional development for Scholastic, Inc. Since joining the faculty at the University of Central Florida in Orlando, she has become known for expertise in instructional and curricular leadership through use-inspired research that influences improved educator practice. She has published numerous articles, chapters, and books addressing the alignment of curriculum, instruction, classroom and standardized assessment, professional learning and evaluation to result in improved learning outcomes. She has also led innovations at the school, school district and university level to leverage technology and digital tools to improve literacy and learning across student populations. Currently, she is Professor Educational Leadership working with master's degree and doctoral students, while continuing to actively support schools and school districts in their missions to serve all students.