{"product_id":"curriculum-leadership-9780132852159","title":"Curriculum Leadership","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e Forrest W. Parkay \u003c\/strong\u003eis 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.\u003c\/p\u003e \u003cp\u003e Forrest is the author or co-author of more than 60 refereed journal articles and several books, including \u003cem\u003eBecoming a Teacher\u003c\/em\u003e (Pearson, 2013). His research has appeared in the field's leading peer-reviewed journals, including \u003cem\u003ePhi Delta Kappan, American Journal of Education, \u003c\/em\u003eand \u003cem\u003eEducational Administrat\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003ePART ONE Bases for Curriculum Leadership 1\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e1 Goals and Values\u003c\/p\u003e \u003cp\u003eFocus Questions\u003c\/p\u003e \u003cp\u003eDefinitions of Curriculum\u003c\/p\u003e \u003cp\u003e\u003cem\u003eDifferences between Curriculum and Instruction\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eA Comprehensive Definition of\u003c\/em\u003eCurriculum\u003c\/p\u003e \u003cp\u003eBases of the Curriculum\u003c\/p\u003e \u003cp\u003e\u003cem\u003eSocial Forces \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eTheories of Human Development \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eThe Nature of Learning and Learning Styles \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eEmphasizing Curriculum Bases \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003eCurriculum Criteria\u003c\/p\u003e \u003cp\u003eCurriculum Goals\u003c\/p\u003e \u003cp\u003eValues in Curriculum Planning\u003c\/p\u003e \u003cp\u003eCriterion Questions—Goals and Values\u003c\/p\u003e \u003cp\u003eReferences\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003ePrincipals as Cultural Leaders\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eKaren Seashore Louis \u0026amp; Kyla Wahlstrom\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eLeadership for Learning: Lessons from 4 Years of Empirical Research \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003ePhilip Hallinger\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003ePerspectives on Four Curriculum Traditions \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eWilliam H. Schubert\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eDemocracy at Risk \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eWilliam E. White, Richard van Scotter, Michael H. Haroonian, \u0026amp; James E. Davis\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eThe Organization and Subject-Matter of General Education \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eRobert M. Hutchins\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eThe Case for Essentialismin Education \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eWilliam C. Bagley\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eThe Case for Progressivism in Education \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eWilliam Heard Kilpatrick\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eTraditional vs. Progressive Education \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eJohn Dewey\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eLeaders' Voices—Putting Theory into Practice\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003e5 Telltale Signs You're Becoming a Teacher Leader \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eMarsha Ratzel\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003eLearning Activities\u003c\/p\u003e \u003cp\u003e\u003cem\u003eCritical Thinking \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eApplication Activities \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eField Experiences \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eInternet Activities \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e2 Social Forces: Present and Future\u003c\/p\u003e \u003cp\u003eFocus Questions\u003c\/p\u003e \u003cp\u003eCurriculum and the Future\u003c\/p\u003e \u003cp\u003e\u003cem\u003eSocial Forces and the Individual \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eLevels of Social Forces \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eConcepts from the Social Sciences \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eFutures Planning \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003eCriterion Questions—Social Forces\u003c\/p\u003e \u003cp\u003eReferences\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eWhat's Wrong with Accountability by the Numbers? \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eRichard Rothstein\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eGrading Education: Test-Based Accountability Can't Work, But Testing Plus Careful School Inspections Can \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eRichard Rothstein, Rebecca Jacobsen, \u0026amp; Tamara Wilder\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eHigh-Stakes Testing and Accountability as Social Constructs across Cultures \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eRaymond V. Padilla\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eThe “Three A's” of Creating an Inclusive Curriculum and Classroom \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eTina M. Anctil\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eThe Dimensions of Multicultural Education \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eJames A. Banks\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003e21\u003csup\u003est\u003c\/sup\u003e Century Schools Require Media Literate Leaders \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eEric J. Anctil\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eLeaders' Voices—Putting Theory into Practice\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eLaunching an iPad 1-to-1 Program: Leadership Advice on Pioneering Technology Initiatives \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eMitchell A. Salerno \u0026amp; Michael Vonhof\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003eLearning Activities\u003c\/p\u003e \u003cp\u003e\u003cem\u003eCritical Thinking \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eApplication Activities \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eField Experiences \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eInternet Activities \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e3 Human Development\u003c\/p\u003e \u003cp\u003eFocus Questions\u003c\/p\u003e \u003cp\u003eTheories of Human Development\u003c\/p\u003e \u003cp\u003e\u003cem\u003ePiaget's Model of Cognitive Development \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eErikson's Model of Psychosocial Development \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eKohlberg's and Gilligan's Models for Moral Development \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eMaslow's Model of a Hierarchy of Needs \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003eCriterion Questions—Human Development\u003c\/p\u003e \u003cp\u003eReferences\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eMaslow's Hierarchy of Needs: Renovated with Contemporary Extensions \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eDouglas T. Kenrick, Vladas Griskevicius, Steven L. Neuberg, \u0026amp; Mark Schaller\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eErik Erikson's Developmental Stages: A Healthy Personality for Every Child \u003c\/strong\u003e\u003cem\u003eMidcentury White House Conference on Children and Youth\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eErik H. Erikson \u0026amp; Joan M. Erikson\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eThe Cognitive-Developmental Approach to Moral Education \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eLawrence Kohlberg\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eWoman's Place in Man's Life Cycle \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eCarol Gilligan\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eConcerted Cultivation and the Accomplishment of Natural Growth \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eAnnette Lareau\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eFriending, IMing, and Hanging Out Face-to-Face: Overlap in Adolescents' Online and Offline Social Networks \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eStephanie M. Reich, Kaveri Subrahmanyam, \u0026amp; Guadalupe Espinoza\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eLeaders' Voices—Putting Theory into Practice\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eWhat Ever Happened to Kick the Can? Wellness in School and Community \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eTom Burton\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003eLearning Activities\u003c\/p\u003e \u003cp\u003e\u003cem\u003eCritical Thinking \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eApplication Activities \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eField Experiences \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eInternet Activities \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e4 Learning and Learning Styles\u003c\/p\u003e \u003cp\u003eFocus Questions\u003c\/p\u003e \u003cp\u003eBehavioral Learning Theories\u003c\/p\u003e \u003cp\u003e\u003cem\u003eSocial Learning Theories \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003eCognitive Learning Theories\u003c\/p\u003e \u003cp\u003e\u003cem\u003eCognitive Science \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eGestalt-Field Views of Learning \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eConstructivist Learning Theories \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003eLearning Styles\u003c\/p\u003e \u003cp\u003e\u003cem\u003eMultiple Intelligences \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003eCriterion Questions—Learning and Learning Styles\u003c\/p\u003e \u003cp\u003eReferences\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eThe Neuroeducation of Learning: Learning systems, Not Styles \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eEllyn Lucas Arwood\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eProbing More Deeply into the Theory of Multiple Intelligences \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eHoward Gardner\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eMultiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eLynn Waterhouse\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eHow Boys Learn \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eMichael Gurian \u0026amp; Kathy Stevens\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eWhere the Girls Are: The Facts about Gender Equity in Education \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eChristianne Corbett, Catherine Hill, \u0026amp; Andresse St. Rose\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eA Literature Review of Gaming in Education: Research Report \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eKatie Larsen McClarty, Aline Orr, Peter M. Frey, Robert P. Dolan, Victoria Vassileva, \u0026amp; Aaron McVay\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eLeaders' Voices—Putting Theory into Practice\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eMoving Up From Mediocre \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eNick Myers \u0026amp; Ed Rafferty\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003eLearning Activities\u003c\/p\u003e \u003cp\u003e\u003cem\u003eCritical Thinking \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eApplication Activities \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eField Experiences \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eInternet Activities \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003ePART TWO Developing, Implementing, and Evaluating the Curriculum \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e5 Approaches to Curriculum Development\u003c\/p\u003e \u003cp\u003eFocus Questions\u003c\/p\u003e \u003cp\u003eApproaches to Curriculum Development\u003c\/p\u003e \u003cp\u003e\u003cem\u003eThe Focus of Curriculum Development \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eStudent-Centered versus Subject-Centered Curricula \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003eThe Curriculum Development Process\u003c\/p\u003e \u003cp\u003e\u003cem\u003eStandards and Curriculum Development \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eCommon Core State Standards \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eContent and Performance Standards \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eStandards Developed by Professional Associations \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eAligning Curricula and Textbooks with Standards \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eCurriculum Frameworks \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eStandards and No Child Left Behind (NCLB) \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eStudents and Curriculum Development \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003eCriterion Questions—Curriculum Development\u003c\/p\u003e \u003cp\u003eReferences\u003c\/p\u003e \u003cp\u003eAppendix\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eWho Should Plan the Curriculum? \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eGlen Hass\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eTying Together the Common Core of Standards, Instruction, and Assessments \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eVicki Phillips \u0026amp; Carina Wong\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eIntegrating 21\u003csup\u003est\u003c\/sup\u003e Century Skills into the Curriculum \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eDianne M. Gut\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eImproving School Outcomes by Addressing the Whole Child and by Addressing Skills and Attitudes, Not Just Content \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eAdele Diamond\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eTeaching Under the New Taylorism: High-Stakes Testing and the Standardization of the 21\u003csup\u003est\u003c\/sup\u003e Century Curriculum \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eWayne Au\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eThe Muddle Machine: Confessions of a Textbook Editor \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eTamim Ansary\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eLeaders' Voices—Putting Theory into Practice\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eThe Case for Teacher-Led School Improvement \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eLaQuanda Brown\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003eLearning Activities\u003c\/p\u003e \u003cp\u003e\u003cem\u003eCritical Thinking \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eApplication Activities \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eField Experiences \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eInternet Activities \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e6 Curriculum Implementation, Instruction, and Technology\u003c\/p\u003e \u003cp\u003eFocus Questions\u003c\/p\u003e \u003cp\u003eInstructional Methods\u003c\/p\u003e \u003cp\u003eA Repertoire of Models of Teaching\u003c\/p\u003e \u003cp\u003e\u003cem\u003eModels Based on Behavioral Psychology \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eModels Based on Human Development \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eModels Based on Cognitive Processes \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eModels Based on Social Interactions \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003eBasic Principles of Curriculum Implementation and Instruction\u003c\/p\u003e \u003cp\u003eTechnology and Curriculum Development\u003c\/p\u003e \u003cp\u003e\u003cem\u003eA New Generation of Students \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003eTechnology and Transformation of the Curriculum\u003c\/p\u003e \u003cp\u003eCriterion Questions—Curriculum Implementation and Technology\u003c\/p\u003e \u003cp\u003eReferences\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eA Deeper Sense of (Media) Literacy \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eCynthia L. Scheibe\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eProgressive Organization of Subject Matter \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eJohn Dewey\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eStructures in Learning \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eJerome S. Bruner\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eThe Many Faces of Leadership \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eCharlotte Danielson\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eAdopt and Adapt: Twenty-First-Century Schools Need Twenty-First-Century Technology \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eMarc Prensky\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eImplementing Virtual Museums in the Social Studies Classroom: An Apprenticeship Model \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eAdam I. Attwood\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eLeaders' Voices—Putting Theory into Practice\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eDifferentiation of Instruction: A Strategic Response to Student Needs \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eKelly A. Hedrick\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003eLearning Activities\u003c\/p\u003e \u003cp\u003e\u003cem\u003eCritical Thinking \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eApplication Activities \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eField Experiences \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eInternet Activities \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e7 Curriculum Evaluation and Assessment of Learning\u003c\/p\u003e \u003cp\u003eFocus Questions\u003c\/p\u003e \u003cp\u003eCurriculum Evaluation\u003c\/p\u003e \u003cp\u003eFormative and Summative Evaluation\u003c\/p\u003e \u003cp\u003eAssessment of Learning\u003c\/p\u003e \u003cp\u003e\u003cem\u003eStandardized Assessments \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003eEmerging Trends in Assessment of Learning\u003c\/p\u003e \u003cp\u003e\u003cem\u003ePerformance-Based Assessments \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eAuthentic Assessment \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003ePortfolio Assessment \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003ePeer Assessment \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eSelf-Assessment \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eAlternate Assessments \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003eCriterion Questions—Curriculum Evaluation and Assessment of Learning\u003c\/p\u003e \u003cp\u003eReferences\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eTestThink \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eNelson Maylone\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eAssessing Students with Disabilities in the General Education Classroom \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eDarcy E. Miller\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eLearning to Love Assessment \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eCarol Ann Tomlinson\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eAn “A” in Abstractions \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003ePaul Tullis\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eUsing Student Assessment Data to Improve Instruction \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eKathryn Parker Boudett, Richard J. Murnane, Elizabeth City, \u0026amp; Liane Moody\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eWhat Is the Purpose of Grades? \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eJames D. Allen\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eLeaders' Voices—Putting Theory into Practice\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eTime for a Tune-Up: Comprehensive Curriculum Evaluation \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eLisa H. Meyers\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003eLearning Activities\u003c\/p\u003e \u003cp\u003e\u003cem\u003eCritical Thinking \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eApplication Activities \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eField Experiences \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eInternet Activities \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003ePART THREE The Curriculum in Action \u003c\/strong\u003e\u003c\/p\u003e\u003c\/em\u003e\u003c\/p\u003e","brand":"Pearson Education (US)","offers":[{"title":"Default Title","offer_id":49396171342167,"sku":"9780132852159","price":164.19,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780132852159.jpg?v=1730414986","url":"https:\/\/bookcurl.com\/products\/curriculum-leadership-9780132852159","provider":"Book Curl","version":"1.0","type":"link"}