Description
Book SynopsisThis book exhibits a collection of proposals for how school curriculum may be conceived, designed, and realized. These proposals are drawn from writers both past and present who have presented some particular vision of what curriculum could be like for Pre-K--12 schools and have sought to convince others to adopt their proposal for use in some actual school situation. The proposals differ from one another in a variety of ways, including in their purposes, their contents, and their perspectives, and thus pose a wealth of options for consideration by those who are planning to change their school curriculum to something new and more suitable for their particular clientele. Readers will need to weigh the appeal of various proposals presented here against criteria they have for locating an optimum model for their particular situation. The proposals selected for inclusion in this book address the whole of the curriculumall levels, all subjects, all age-groups; they deal with entire program c
Trade ReviewEdmund C. Short has compiled a comprehensive list of historical curriculum proposals for developers of curriculum to utilize as a reference guide–similar to an encyclopedia. His scholarship and detailed summaries will save practitioners and scholars many hours in identifying curriculum proposals for possible adoption. An added bonus is the guide on how to use this book. -- Art Stellar, Past-President ASCD, AASA Award-Winning Superintendent of 25 years, and Vice-President National Education Foundation
This book offers a pantheon of meticulously organized authors, writings, and approaches to guide those who want to revise an existing curriculum or design a more coherent one for today’s students. Those who plan curriculum for any school or other educational institution as well as those who teach courses on curriculum development should make use of this book. -- William H. Schubert, Professor Emeritus of Curriculum and Instruction, University of Illinois at Chicago, and recipient of the Lifetime Achievement Award in Curriculum Studies from AERA
As more public school districts and system leaders focus much-needed attention on transforming teaching and learning, guidance for decision-making is essential. This review of a multitude of curriculum proposals will help guide system leaders and policy makers in their efforts to ensure that all students have access to high quality coherent curriculum. I found this book to be very useful. -- Joshua P. Starr Ed.D, CEO of PDK International, former Superintendent of the Montgomery County Public Schools
Table of ContentsForeword Preface Introduction Part One-Curriculum Proposals from the Past and Present Academic-Focused Coherent Proposals 1. Adler (1982) 2. Broudy, Smith, Burnett (1964 3. Chaucer (2012) 4. Egan (1997) 5. Gardner (1999) 6. King, Brownell (1966) 7. Phenix (1964) 8. Academic-Focused Partial Proposals, Bennett (1987), Eisner (1982), Gardner (2008), Hirsch (1988), Koerner (1959), Parker, Rubin (1966), Reid (1980) 9. Democracy-Focused Coherent Proposals, Beane (1997) 10. Hopkins (1941) 11. White (1991) 12. Democracy-Focused Partial Proposals, Banks (2019), Brameld (1945), Educational Policies Commission (1938). Goodlad, Lovitt (1993), Grant (2012), McLaren (2007), Miller (2002), Newmann (1975), Rebell (2018) 13. Global-Focused Coherent Proposals, Goodlad (1974) 14. O’Sullivan (1999) 15. Global-Focused Partial Proposals, Braus, Wood (1994), Robinson (2015), Santone (2019), Waks (2014) 16. Living-Focused Coherent Proposals, James (1972) 17. Prensky (2016) 18. Stratemeyer, Forkner, McKIm, Passow (1947) 19. Totten, Manley (1969) 20. Weinstein, Fantini (1970) 21. Living-Focused Partial Proposals Battelle For Kids (2019), Bremer (1975), Federal Security Agency (1951), Ontario DOE (1968), Rubin (1969), Rugg (1936) Person-Focused Coherent Proposals 22. Berman (1968) 23. Costa, Liebmann (1997) 24. Doll (1993) 25. Frymier (1973) 26. Macdonald, Wolfson, Zaret (1973) 27. Miller (2007) 28. Person-Focused Partial Proposals; Barrow (1984), Beane, Lipka (1984), Bookewalter (2003), Cole (1972), Davis (1971), Eble (1966), Ergas (2017), Goodson (2014), Jones, Bouffard (2012), Kilpatrick (1931), Kline (1971), Leonard (1968), Parker (1963), Pinar (1975), Postman,Weingartner (1973), Pritzkau (1971), Rogers (1983), Weiss, Moran, Cottle (1975), Zhoa (2018 29. Problem-Focused Coherent Proposals; Collins (2017) 30. Faunce, Bossing (1958) 31. Pearl (1972) 32. Scriven (1972) 33. Sizer (1992) 34. Thelen (1972) 35. Problem-Focused Partial Proposals; Ammons (1969), Bowers (1974), Hopkins (1994), Marsh,Codding (1999), Miel (1969), Miller (2018), Murname, Levy (1996), Perkins (1986), Raup, Axtelle, Benne, Smith (1962), Swartwood (2013), Wasserman (2018) 36. Values-Focused Coherent Proposals; Noddings (1992) 37. Phenix (1961) 38. Purpel (1989) 39. Vandenberg (1990) 40. Values-Focused Partial Proposals; Boyer (1995), Egan, Cant, Judson (2013), Frazier (1980), Hantzopoulos (2016), Kimball, McClellan (1962), Miller (2000), Smits, Naqvi (2015), Ulich (1965) Part Two -Practical Assistance for Creating a Total Curriculum Chapter 41: Program From a Curriculum Proposal Choosing a Viable Curriculum Proposal on Which to Base an Actual Curriculum Chapter 42: Grasping the Place of Curriculum within Historical and Contextual Realities Finding Guidance on the Curriculum Design Process Itself Assuring Coherence in the Curriculum Design and Programmatic Features References Part Three-How To Use This Book Appendix A: References Giving What Earlier Curriculum Authorities Said Would Be Needed in Future Curricula
