Contemporary Issues in Curriculum

Description

• Poses the question, “What does it mean to say a school is doing well?”, allowing readers to challenge and refine their assumptions about the quality of schooling. (Ch. 3)
• Addresses the Common Core Curriculum to get readers ready for this major national education innovation. (Ch. 5)
• Presents readers with arguments for and against universal pre-K education. (Ch. 15)
• Calls attention to the influence of changing demographics in the United States to urge readers to adapt their practice to better meet the needs of minority students. (Ch. 16)
• Challenges claims that other countries do a better job of educating students for the future by equipping readers with information that supports United States public education practice that encourage creativity and spontaneity. (Ch. 18)
• Offers practical ways of helping students learn to their highest potential with ideas for improving the excellence of instruction in classrooms. (Ch. 19)
• Questions the usefulness of the traditional high school diploma to stimulate new ways of thinking about education, learning, and schooling. (Ch. 23)
• Summarizes research-based practices for inducting new teachers into the profession by identifying proven ways of helping new teachers succeed. (Ch. 27)
• Proposes practices that get teachers and staff to perform at their highest levels by offering practical ideas for motivating professionals. (Ch. 30)
• Raises provocative questions about societal changes that challenge contemporary education by highlighting issues related to democracy, assimilation, immigration, intelligence, and equity in the context of implications for educational practice and policy. (Ch. 36)

In this eclectic, balanced approach to the major emergent trends in the field, a diversity of leaders in the field provides a variety of opinions and thoughts on curriculum issues. An issues-oriented collection of 36 articles by the major thinkers in curriculum study, Contemporary Issues in Curriculum, 6/e looks at issues that affect successful implementation, planning, and evaluation of curriculum at all levels of learning.

Organized into six Parts—Curriculum and Philosophy, Curriculum and Teaching, Curriculum and Learning, Curriculum and Instruction, Curriculum and Supervision, and Curriculum and Policy—the readings reflect both traditionally held assumptions as well as those more controversial in nature. Students and practitioners have the opportunity to turn to a single source to investigate the breadth of issues that affect curriculum, examine and debate the issues, formulate their own ideas, and help shape the future direction of the field.

Some of the issues NEW to this edition include:

• What it means to say a school is doing well.
• The Common Core Curriculum.
• The influence of changing demographics in the United States.
• Claims that other countries do a better job of educating their students for the future.
• Ways of helping students learn to their highest potential.
• The usefulness of the traditional high school diploma.
• Research-based practices for inducting new teachers.
• Practices for getting teachers and staff to perform at their highest levels.
• Provocative questions about societal changes.

Contemporary Issues in Curriculum, 6/e presents an eclectic, balanced approach to the major emergent trends in the field from a diversity of leaders in the field who share their opinions and thoughts on curriculum issues. An issues-oriented collection of 36 articles by the major thinkers in curriculum study, it looks at issues that affect successful implementation, planning, and evaluation of curriculum at all levels of learning. Organized into six Parts–Curriculum and Philosophy, Curriculum and Teaching, Curriculum and Learning, Curriculum and Instruction, Curriculum and Supervision, and Curriculum and Policy–the readings reflect both traditionally held assumptions as well as those more controversial in nature. Students and practitioners have the opportunity to turn to a single source to investigate the breadth of issues that affect curriculum, examine and debate the issues, formulate their own ideas, and help shape the future direction of the field.

Allan C. Ornstein is a professor of education and social policy at St. John’s University. He is a former Fulbright-Hayes scholar and author of 60 books. His most recent book is entitled Wealth Vs. Work: How the 1 Percent Victimize 99 Percent.

Edward Frank Pajak is a Professor in the School of Education at Johns Hopkins University. He has published more than 50 articles in prominent journals, most recently in the American Educational Research Journal (2012) and in Teachers College Record (2011), as well as six books. His current scholarship involves the application of psychoanalytic concepts toward better understanding of schools, teaching, culture, and education reform. Professor Pajak’s recent books include: Contemporary Issues in Curriculum, 5th edition, Pearson (2010); Supervising Instruction: Differentiating for Teacher Success, Christopher-Gordon (2008); and Honoring Diverse Teaching Styles: A Guide for Supervisors, Association for Supervision and Curriculum Development (2003).

Stacey B. Ornstein holds a Masters in History of Education from New York University. She teaches cooking and food policy at various locations around New York City, where she lives with her husband, David, and newborn son Adrian Vir. Her writing has appeared in numerous print and online publications.

For courses in Curriculum Development (K-12) and Curriculum Development (Elementary)

36 article by diverse leaders in the field provide a variety of opinions and thoughts on curriculum issues

This eclectic, balanced approach reflects the major emergent trends in the field of curriculum. An issues-oriented collection of 36 articles by the major thinkers in curriculum study, it explores the issues that affect successful implementation, planning, and evaluation of curriculum at all levels of learning.

Organised into six Parts—Curriculum and Philosophy, Curriculum and Teaching, Curriculum and Learning, Curriculum and Instruction, Curriculum and Supervision, and Curriculum and Policy—the readings reflect both traditionally held assumptions as well as those more controversial in nature. Students and practitioners have the opportunity to turn to a single source to investigate the breadth of issues that affect curriculum, examine and debate the issues, formulate their own ideas, and help shape the future direction of the field.

• Presents a variety of opinions and thoughts on current curriculum issues, from 36 diverse leaders in the field.
• Focus questions in each chapter serve as advance organisers and encourage critical thinking.
• Discussion questions at the end of each chapter allow further reflection and dialog.

• Presents a variety of opinions and thoughts on current curriculum issues, from 36 diverse leaders in the field.
• Focus questions in each chapter serve as advance organisers and encourage critical thinking.
• Discussion questions at the end of each chapter allow further reflection and dialog.
• 10 new chapters by leading authors in the field of curriculum, teaching, instruction, assessment, and policy provide up-to-date perspectives on important contemporary issues related to curriculum study, practice, and policy.

• Preface  
• Part One:  Curriculum and Philosophy  
• Chapter  1          Philosophy as A Basis for Curriculum Decisions
• Chapter  2          Goals and Objectives  
• CHAPTER 3    WHAT DOES IT MEAN TO SAY A SCHOOL IS DOING WELL?
• Chapter  4          Art And Imagination: Overcoming A Desperate Stasis 
• CHAPTER 5    A COMMON CORE OF READINESS, Robert Rothman
• Pro-Con Chart 1   Should the schools introduce a values-centered curriculum for all students?   
• Case Study 1   A Clash Concerning the Arts Curriculum   
• Part Two:  Curriculum And Teaching  
• Chapter  6          Teaching Themes of Care  
• Chapter  7          The Heart of A Teacher
• Chapter  8          Critical Issues In Teaching 
• Chapter  9          Productive Teachers: Assessing The Knowledge Base 
• Chapter 10         Honoring Diverse Styles Of Beginning Teachers
• Chapter 11         Keeping Good Teachers: What It Matters, What Leaders Can Do
• Pro-Con Chart 2   Should teachers be held accountable for their teaching?   
• Case Study 2   School District Proposes Evaluations by Students   
• Part Three:  Curriculum And Learning  
• Chapter 12         Grappling 
• Chapter 13         Creating Creative Minds
• Chapter 14         The Cognitive-Developmental Approach to Moral Education
• CHAPTER 15  TARGETED, NOT UNIVERSAL PRE-K
• CHAPTER 16  DEMOGRAPHICS AND EXCELLENCE IN THE 21ST CENTURY  
• Chapter 17         Disciplining The Mind
• Pro-Con Chart 3   Should special education students be grouped (mainstreamed) into regular education classes?</