Curriculum planning and development Books

Book Synopsis

Read more less

Book Synopsis Forrest W. Parkay is Professor of Educational Leadership and Higher Education at Washington State University. He was Professor of Educational Leadership at the University of Florida for eight years and at Texas State University for five years. Forrest received his B.A. and M.A. degrees in English education from the University of Illinois-Urbana. He earned his Ph.D. in education at the University of Chicago, and he is a graduate of Harvard University's Management Development Program (MDP). For eight years, Forrest taught at DuSable High School on Chicago's South Side, and he served as Chairman of DuSable's English Department for four years. Forrest is the author or co-author of more than 60 refereed journal articles and several books, including Becoming a Teacher (Pearson, 2013). His research has appeared in the field's leading peer-reviewed journals, including Phi Delta Kappan, American Journal of Education, and Educational AdministratTable of ContentsPART ONE Bases for Curriculum Leadership 1 1 Goals and Values Focus Questions Definitions of Curriculum Differences between Curriculum and Instruction A Comprehensive Definition ofCurriculum Bases of the Curriculum Social Forces Theories of Human Development The Nature of Learning and Learning Styles Emphasizing Curriculum Bases Curriculum Criteria Curriculum Goals Values in Curriculum Planning Criterion Questions—Goals and Values References Principals as Cultural Leaders Karen Seashore Louis & Kyla Wahlstrom Leadership for Learning: Lessons from 4 Years of Empirical Research Philip Hallinger Perspectives on Four Curriculum Traditions William H. Schubert Democracy at Risk William E. White, Richard van Scotter, Michael H. Haroonian, & James E. Davis The Organization and Subject-Matter of General Education Robert M. Hutchins The Case for Essentialismin Education William C. Bagley The Case for Progressivism in Education William Heard Kilpatrick Traditional vs. Progressive Education John Dewey Leaders' Voices—Putting Theory into Practice 5 Telltale Signs You're Becoming a Teacher Leader Marsha Ratzel Learning Activities Critical Thinking Application Activities Field Experiences Internet Activities 2 Social Forces: Present and Future Focus Questions Curriculum and the Future Social Forces and the Individual Levels of Social Forces Concepts from the Social Sciences Futures Planning Criterion Questions—Social Forces References What's Wrong with Accountability by the Numbers? Richard Rothstein Grading Education: Test-Based Accountability Can't Work, But Testing Plus Careful School Inspections Can Richard Rothstein, Rebecca Jacobsen, & Tamara Wilder High-Stakes Testing and Accountability as Social Constructs across Cultures Raymond V. Padilla The “Three A's” of Creating an Inclusive Curriculum and Classroom Tina M. Anctil The Dimensions of Multicultural Education James A. Banks 21st Century Schools Require Media Literate Leaders Eric J. Anctil Leaders' Voices—Putting Theory into Practice Launching an iPad 1-to-1 Program: Leadership Advice on Pioneering Technology Initiatives Mitchell A. Salerno & Michael Vonhof Learning Activities Critical Thinking Application Activities Field Experiences Internet Activities 3 Human Development Focus Questions Theories of Human Development Piaget's Model of Cognitive Development Erikson's Model of Psychosocial Development Kohlberg's and Gilligan's Models for Moral Development Maslow's Model of a Hierarchy of Needs Criterion Questions—Human Development References Maslow's Hierarchy of Needs: Renovated with Contemporary Extensions Douglas T. Kenrick, Vladas Griskevicius, Steven L. Neuberg, & Mark Schaller Erik Erikson's Developmental Stages: A Healthy Personality for Every Child Midcentury White House Conference on Children and Youth Erik H. Erikson & Joan M. Erikson The Cognitive-Developmental Approach to Moral Education Lawrence Kohlberg Woman's Place in Man's Life Cycle Carol Gilligan Concerted Cultivation and the Accomplishment of Natural Growth Annette Lareau Friending, IMing, and Hanging Out Face-to-Face: Overlap in Adolescents' Online and Offline Social Networks Stephanie M. Reich, Kaveri Subrahmanyam, & Guadalupe Espinoza Leaders' Voices—Putting Theory into Practice What Ever Happened to Kick the Can? Wellness in School and Community Tom Burton Learning Activities Critical Thinking Application Activities Field Experiences Internet Activities 4 Learning and Learning Styles Focus Questions Behavioral Learning Theories Social Learning Theories Cognitive Learning Theories Cognitive Science Gestalt-Field Views of Learning Constructivist Learning Theories Learning Styles Multiple Intelligences Criterion Questions—Learning and Learning Styles References The Neuroeducation of Learning: Learning systems, Not Styles Ellyn Lucas Arwood Probing More Deeply into the Theory of Multiple Intelligences Howard Gardner Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review Lynn Waterhouse How Boys Learn Michael Gurian & Kathy Stevens Where the Girls Are: The Facts about Gender Equity in Education Christianne Corbett, Catherine Hill, & Andresse St. Rose A Literature Review of Gaming in Education: Research Report Katie Larsen McClarty, Aline Orr, Peter M. Frey, Robert P. Dolan, Victoria Vassileva, & Aaron McVay Leaders' Voices—Putting Theory into Practice Moving Up From Mediocre Nick Myers & Ed Rafferty Learning Activities Critical Thinking Application Activities Field Experiences Internet Activities PART TWO Developing, Implementing, and Evaluating the Curriculum 5 Approaches to Curriculum Development Focus Questions Approaches to Curriculum Development The Focus of Curriculum Development Student-Centered versus Subject-Centered Curricula The Curriculum Development Process Standards and Curriculum Development Common Core State Standards Content and Performance Standards Standards Developed by Professional Associations Aligning Curricula and Textbooks with Standards Curriculum Frameworks Standards and No Child Left Behind (NCLB) Students and Curriculum Development Criterion Questions—Curriculum Development References Appendix Who Should Plan the Curriculum? Glen Hass Tying Together the Common Core of Standards, Instruction, and Assessments Vicki Phillips & Carina Wong Integrating 21st Century Skills into the Curriculum Dianne M. Gut Improving School Outcomes by Addressing the Whole Child and by Addressing Skills and Attitudes, Not Just Content Adele Diamond Teaching Under the New Taylorism: High-Stakes Testing and the Standardization of the 21st Century Curriculum Wayne Au The Muddle Machine: Confessions of a Textbook Editor Tamim Ansary Leaders' Voices—Putting Theory into Practice The Case for Teacher-Led School Improvement LaQuanda Brown Learning Activities Critical Thinking Application Activities Field Experiences Internet Activities 6 Curriculum Implementation, Instruction, and Technology Focus Questions Instructional Methods A Repertoire of Models of Teaching Models Based on Behavioral Psychology Models Based on Human Development Models Based on Cognitive Processes Models Based on Social Interactions Basic Principles of Curriculum Implementation and Instruction Technology and Curriculum Development A New Generation of Students Technology and Transformation of the Curriculum Criterion Questions—Curriculum Implementation and Technology References A Deeper Sense of (Media) Literacy Cynthia L. Scheibe Progressive Organization of Subject Matter John Dewey Structures in Learning Jerome S. Bruner The Many Faces of Leadership Charlotte Danielson Adopt and Adapt: Twenty-First-Century Schools Need Twenty-First-Century Technology Marc Prensky Implementing Virtual Museums in the Social Studies Classroom: An Apprenticeship Model Adam I. Attwood Leaders' Voices—Putting Theory into Practice Differentiation of Instruction: A Strategic Response to Student Needs Kelly A. Hedrick Learning Activities Critical Thinking Application Activities Field Experiences Internet Activities 7 Curriculum Evaluation and Assessment of Learning Focus Questions Curriculum Evaluation Formative and Summative Evaluation Assessment of Learning Standardized Assessments Emerging Trends in Assessment of Learning Performance-Based Assessments Authentic Assessment Portfolio Assessment Peer Assessment Self-Assessment Alternate Assessments Criterion Questions—Curriculum Evaluation and Assessment of Learning References TestThink Nelson Maylone Assessing Students with Disabilities in the General Education Classroom Darcy E. Miller Learning to Love Assessment Carol Ann Tomlinson An “A” in Abstractions Paul Tullis Using Student Assessment Data to Improve Instruction Kathryn Parker Boudett, Richard J. Murnane, Elizabeth City, & Liane Moody What Is the Purpose of Grades? James D. Allen Leaders' Voices—Putting Theory into Practice Time for a Tune-Up: Comprehensive Curriculum Evaluation Lisa H. Meyers Learning Activities Critical Thinking Application Activities Field Experiences Internet Activities PART THREE The Curriculum in Action

Read more less

Book SynopsisAbout our author James McMillan is Professor of Education in the School of Education at Virginia Commonwealth University (VCU). He obtained his master's degree from Michigan State University and his doctorate from Northwestern University and has taught at VCU for 35 years. Dr. McMillan has published several editions of 3 research methods textbooks and 2 assessment texts, in addition to over 60 journal articles and has made many national, international and state presentations. He is editor of the Sage Handbook of Research on Classroom Assessment (2013) and has chaired two AERA Special Interest Groups - Classroom Assessment and Professors of Educational Research. His current research interests include classroom assessment, benchmark testing, student perceptions of assessment related to mistakes and learning errors and the impact of high-stakes testing on educational policy, schools and students. Dr. McMillan resides in Richmond, Virginia, and summers in northTable of Contents Chapter 1. The Role of Assessment in Teaching and Learning Chapter 2. Standards and Cognitive Learning Targets Chapter 3. High-Quality Classroom Assessment Chapter 4. Embedded Formative Assessment Chapter 5. Summative-Based Formative Assessment Chapter 6. Summative Assessment I: Planning and Implementing Classroom Tests Chapter 7. Summative Assessment II: Using Standards-Based and Standardized Tests Chapter 8. Selected-Response Assessment: Multiple-Choice, Binary-Choice, and Matching Items Chapter 9. Constructed-Response Assessment: Completion, Short-Answer, and Essay Items Chapter 10. Performance Assessment Chapter 11. Assessing “Noncognitive” Dispositions and Traits Chapter 12. Assessing Students with Special Needs Chapter 13. Assessing Culturally and Linguistically Different Students Chapter 14. Grading and Reporting Student Performance

Read more less

Book SynopsisPinar positions himself against three pressing problems of the profession: the crime of collectivism that identity politics commits, the devaluation of academic knowledge by the programmatic preoccupations of teacher education, and the effacement of educational experience by standardized testing. A cosmopolitan curriculum, Pinar argues, juxtaposes the abstract and the concrete, the collective and the individual: history and biography, politics and art, public service and private passion. Such a curriculum provides passages between the subjective and the social, and in so doing, engenders that worldliness a cosmopolitan education invites. Such worldliness is vividly discernible in the lives of three heroic individuals: Jane Addams (1860-1935), Laura Bragg (1881-1978), and Pier Paolo Pasolini (1922-1975). What these disparate individuals demonstrate is the centrality of subjectivity in the cultivation of cosmopoTable of ContentsPrefaceAcknowledgementsIntroductionChapter 1 "The Problem of My Life and Flesh"Part I: On Strategically Dysfunctional Essentialism, and Other Problems of the Not Exactly Cosmopolitan PresentChapter 2 The Agony and Ecstasy of the ParticularChapter 3 Only the Sign is For SaleChapter 4 A Declaration of Independence Part II: Passionate Lives in Public ServiceChapter 5 Jane Addams: A "Person of Marked Individuality"Chapter 6 Religion, Love, and Democracy in Laura Bragg’s BoxesChapter 7 Pier Paolo Pasolini: A Most "Excellent Pedagogist" Epilogue

Read more less

Book SynopsisThe central question addressed in Foundations for the Future in Mathematics Education is this: What kind of understandings and abilities should be emphasized to decrease mismatches between the narrow band of mathematical understandings and abilities that are emphasized in mathematics classrooms and tests, and those that are needed for success beyond school in the 21st century?  This is an urgent question. In fields ranging from aeronautical engineering to agriculture, and from biotechnologies to business administration, outside advisors to future-oriented university programs increasingly emphasize the fact that, beyond school, the nature of problem-solving activities has changed dramatically during the past twenty years, as powerful tools for computation, conceptualization, and communication have led to fundamental changes in the levels and types of mathematical understandings and abilities that are needed for success in such fields.  Table of ContentsContents: Preface: R.A. Lesh, Foundations for the Future in Engineering and Other Fields That Are Heavy Users of Mathematics, Science, & Technology. Part I: E. Hamilton, What Changes Are Occurring in the Kind of Problem Solving Situations Where Mathematical Thinking is Needed Beyond School?C. Hoyles, R. Noss, The Meanings of Statistical Variation in the Context of Work. J. Gainsburg,Problem Solving and Learning in Everyday Structural Engineering Work. B. Goldstein, R. Hall, Modeling Without End: Conflict Across Organizational and Disciplinary Boundaries in Habitat Conservation Planning. W-M. Roth, Mathematical Modeling ‘in the Wild’: A Case of Hot Cognition. D.W. Shaffer, Learning in Design. R. Núñez, The Cognitive Science of Mathematics: Why Is It Relevant for Mathematics Education? Part II: R.A. Lesh, What Changes Are Occurring in the Kind of Elementary-but-Powerful Mathematics Concepts That Provide New Foundations for the Future? J.L. Schwartz, Models, Simulations, and Exploratory Environments: A Tentative Taxonomy. J.J. Kaput, R.A. Lesh, S. Hegedus, Technology Becoming Infrastructural in Mathematics Education. M. Thompson, C. Yoon, Why Build a Mathematical Model? Taxonomy of Situations That Create the Need for a Model to Be Developed. C. Yoon, M. Thompson, Cultivating Modeling Abilities. J.G. Rosenstein, Discrete Mathematics in 21st Century Education: An Opportunity to Retreat From the Rush to Calculus. T. Hills, A.C. Huford, W.M. Stroup, R.A. Lesh, Formalizing Learning as a Complex System: Scale Invariant Power Law Distributions in Group and Individual Decision Making. A. diSessa, Systemics of Learning for a Revised Pedagogical Agenda. G. Harel, The DNR System as a Conceptual Framework for Curriculum Development and Instruction. G.A. Goldin, Aspects of Affect and Mathematical Modeling Processes. Part III:R.A. Lesh, What Kind of Instructional Activities Are Needed to Develop New Levels and Types of Understanding and Ability?M. Le Vasan, R.A. Lesh, M.A. Bakar, Beyond Efficiency: A Critical Perspective of Singapore’s Educational Reforms. R.A. Lesh, C. Yoon, J. Zawojewski, John Dewey Revisited—Making Mathematics Practical Versus Making Practice Mathematical. E. Hamilton, R.A. Lesh, F. Lester, C. Yoon, The Use of Reflection Tools in Building Personal Models of Problem-Solving. W.M. Stroup, N. Ares, A.C. Hurford, R.A. Lesh,Diversity by Design: The What, Why, and How of Generativity in Next-Generation Classroom Networks. F.G. Martin, M.A. Hjalmarson, P.C. Wankat, When the Model Is a Program. M.A. Hjalmarson, M. Cardella, P.C. Wankat, Uncertainty and Iteration in Design Tasks for Engineering Students. R.Y. Schorr, L. Warner, D. Gearhar, M. Samuels, Teacher Development in a Large Urban District and the Impact on Students. R.A. Lesh, E. Hamilton, J.J. Kaput, Directions for Future Research.

Read more less

Book SynopsisMaking the historical past come alive for students is a goal of most social studies teachers. Many youth find the people and events and movements portrayed in their textbooks to be wooden, remote, and empty. For history to become alive to them, students seek personal meanings as they use knowledge of context and ponder details. Currently most school history programs emphasize knowledge acquisition at the expense of these personal constructions of meaning. This new collection of essays provides practical assistance in the search for a more robust teaching of history and the social studies. Contributors to this volume offer insights from the discipline of history about the nature of empathy and the necessity of examining perspectives on the past. On the basis of recent classroom research, they suggest tested guides to more robust teaching. They also employ examples from classroom practice about how teachers can facilitate students'' consideration of multiple and sometimes conflicting perTrade ReviewDavis, Yeager, and Foster's volume will contribute to the current sea-change in approaches to history education. As schools move from teaching history as 'the facts,' to promoting more complex thinking about the past, the concept of 'historical empathy' will figure centrally in curriculum, instruction, and research. Historical Empathy and Perspective Taking in the Social Studies offers a diverse set of studies on how young people—and their teachers—make sense of the past, from Lee and Ashby's ground-breaking British research to a range of studies by both established and newer American researchers. -- Peter Seixas, University of British ColumbiaThrough descriptions of their own research initiatives, generous citation from the literature, and classroom vignettes, the authors make a compelling case for the power of entertaining the beliefs, goals, and values of others and appreciating the past as a very different place from the present. They whet the reader's appetite by showing how the power of evidence and historical context enable students to understand and appreciate why people acted as they did. For the historical researcher, teacher educator, and classroom teacher concerned with meaningful history, this is a must read. -- Janet Alleman, Michigan State UniversityThis book collects enlightening work by leading researchers from the US and the UK. Recommended for graduate students, researchers, and professionals. * CHOICE *Empathy, a construct at the heart of historical understanding, is given fresh life in this exciting collection. With a careful balance of established researchers and rising stars, Historical Empathy and Perspective Taking in the Social Studies sets a new standard in research on history learning. I predict that it will become an indispensable reference for teachers, researchers, and curriculum developers for years to come. -- Sam Wineburg, University of WashingtonTable of ContentsChapter 1 Introduction : In Pursuit of Historical EmpathyChapter 2 The Role of Empathy in the Development of Historical UnderstandingChapter 3 Empathy, Perspective Taking, and Rational UnderstandingChapter 4 From Empathic Regard to Self-Understanding: Im/Positionality, Empathy, and Historic ContextualizationChapter 5 Crossing the Empty Spaces: Perspective-Taking in New Zealand Adolescents' Understanding of National HistoryChapter 6 Teaching and Learning Multiple Perspectives on the Use of the Atomic Bomb: Historical Empathy in the Secondary ClassroomChapter 7 Perspectives and Elementary Social Studies: Practice and PromiseChapter 8 The Holocaust and Historical Empathy: The Politics of UnderstandingChapter 9 Historical Empathy in Theory and Practice: Some Final Thoughts

Read more less