Curriculum

A thorough exploration of the historical, philosophical, psychological, and social context for the field of curriculum, Curriculum: Foundations, Principles, and Issues addresses the curriculum process and issues that influence it and encourages readers to consider how new thinking impacts curriculum deliberation, development, and implementation. A more concise Fifth Edition provides both the student and the professor of curriculum with a comprehensive treatment of the field: curriculum foundations as well as the principles and procedures for conceptualizing, developing, implementing, and evaluating curriculum. As in previous editions, it provides solid coverage of the philosophical, historical, psychological, and social foundations of curriculum including recent research and thinking in these areas.

Curriculum Tips

Preface

1. The Field of Curriculum

Curriculum Approaches

- Behavioral Approach

- Managerial Approach

- The Systems Approach

- Academic Approach

- Humanistic Approach

- Reconceptualists

Definition of Curriculum

- The Challenges of Definition

- Background Issues for Defining the Field

- Fundamental Questions

Foundations of Curriculum

- Major Foundations: Philosophy, History, Psychology, and Sociology

Domains of Curriculum

- Curriculum Development

- Curriculum Design

- Other Domains of Curriculum

- The Planned and Unplanned Curriculum

Theory and Practice

- From Theory to Practice

- Curriculum Certification

The Roles of the Curriculum Worker

- Responsibilities of the Curriculum Worker

- The Role of the Student

- The Teacher and the Curriculum

- The Principal and the Curriculum

Conclusion

I. FOUNDATIONS OF CURRICULUM

2. Philosophical Foundations of Curriculum

Philosophy and Curriculum

- Philosophy and the Curriculum Worker

- Philosophy as a Curriculum Source

Major Philosophies

- Idealism

- Realism

- Pragmatism

- Existentialism

Educational Philosophies

- Perennialism

- Essentialism

- Progressivism

- Reconstructionism

Conclusion

3. Historical Foundations of Curriculum

The Colonial Period: 1642-1776

- Three Colonial Regions

- Colonial Schools

- Old Textbooks, Old Readers

The National Period: 1776-1850

- Rush: Science, Progress, and Free Education

- Jefferson: Education for Citizenship

- Webster: Schoolmaster and Cultural Nationalism

- McGuffey: The Readers and American Virtues

Nineteenth-Century European Educators

- Pestalozzi: General and Special Methods

- Froebel: The Kindergarten Movement

- Herbart: Moral and Intellectual Development

- Spencer: Utilitarian and Scientific Education

The Rise of Universal Education: 1820-1920

- Monitorial Schools

- Common Schools

- Secondary Schools

- The Academy

- The High School

The Transitional Period: 1893-1918

- Reaffirming the Traditional Curriculum

- Three Committees

- Marris and Eliot: Two Conservative Reformers

Curriculum as a Field Is Born: 1918-1949

- Bobbitt and Charters: Behaviorism and Scientific Principles

- Kilpatrick: The Progressive Influence

- The Twenty-Sixth Yearbook

- Rugg and Caswell: The Development Period

- Tyler: Basic Principles

- Goodlad: School Reform

- Current Focus

Conclusion

4. Psychological Foundations of Curriculum

Behaviorism

- Connectionism

- Thornedike's Influence: Tyler, Taba, and Bruner

- Classical Conditioning

- Operant Conditioning

- Acquiring New Operants

Cognitive Psychology

- Cognitive Perspective

- The Montessouri Method

- The Theories of Jean Piaget

- Piaget's Influence: Tyler, Taba, Bruner, and Kohlberg

- The Theories of Lev Vygotsky

- Focus on Thinking and Learning

Emotional Intelligence

- Constructivism

- Brain Research and Learning

- Problem Solving and Creative Learning

- Cognition and Curriculum