Table of Contents
Most chapters conclude with “Summary,” “Questions for Discussion,” “Supplementary Exercises,” and “Bibliography.”
I. THE CURRICULUM: THEORETICAL DIMENSIONS.
1. Curriculum and Instruction Defined.
Conceptions of Curriculum.
Relationships Between Curriculum and Instruction.
Curriculum as a Discipline.
Curriculum Practitioners.
2. Principles of Curriculum Development.
Clarification of Terms.
Types of Curriculum Developers.
Sources of Curriculum Principles.
Types of Principles.
Ten Axioms.
II. CURRICULUM DEVELOPMENT: ROLES OF SCHOOL PERSONNEL.
3. Curriculum Planning: A Multilevel, Multisector Process.
Illustrations of Curriculum Decisions.
Levels of Planning.
Sectors of Planning.
Curriculum Efforts at Various Levels.
Sectors Beyond the State.
4. Curriculum Planning: The Human Dimension.
The School as a Unique Blend.
The Cast of Players.
The Curriculum Leader and Group Process.
III. CURRICULUM DEVELOPMENT; COMPONENTS OF THE PROCESS.
5. Models for Curriculum Development.
Selecting Models.
Models of Curriculum Development.
6. Philosophy and Aims of Education.
Using the Proposed Model.
Aims of Education.
Philosophies of Education.
Formulating a Philosophy.
Examples of School Philosophies.
7. Needs Assessment
Categories of Needs.
Needs of Students: Levels.
Needs of Students: Types.
Needs of Society: Levels.
Needs of Society: Types.
Conducting a Needs Assessment.
8. Curriculum Goals and Objectives.
Hierachy of Outcomes.
Defining Goals and Objectives.
Locus of Curriculum Goals and Objectives.
Constructing Statements of Curriculum Goals.
Constructing Statements of Curriculum Objectives.
Validating and Determining Priority of Goals and Objectives.
9. Organizing and Implementing the Curriculum.
Necessary Decisions.
Where We've Been: Curriculum Past.
Where We Are: Curriculum Present.
Where We're Going: Curriculum Future.
Looking Further Ahead.
Public and Private Enrollments.
10. Instructional Goals and Objectives.
Planning for Instruction.
Instructional Goals and Objectives.
The Use of Behavioral Objectives.
Guidelines for Preparing Instructional Goals and Objectives.
Taxonomic Levels.
Rules for Writing.
Validating and Determining Priority of Instructional Goals and Objectives.
11. Selecting and Implementing Strategies of Instruction.
Deciding on Instructional Strategies.
Sources of Strategies.
Styles of Teaching.
Styles of Learning.
Models of Teaching.
Teaching Skills.
Organizing for Instruction.
Presentation of Instruction.
Individualized Versus Group Instruction.
12. Evaluating Instruction.
Assessing Instruction.
An Era of Assessment.
Stages of Planning for Evaluation.
Norm-referenced Measurement and Criterion-referenced Measurement.
Evaluation in Three Domains.
Other Means of Evaluation.
Assessment Initiatives from Beyond the Classroom.
13. Evaluating the Curriculum.
Purposes and Problems of Curriculum Evaluation.
Delimiting Evaluation.
Evaluation Models.
Eight Concepts.
IV. CURRICULUM DEVELOPMENT: PRODUCTS AND ISSUES.
14. Curriculum Products.
Tangible Products.
Curriculum Guides, Courses of Study, Syllabi.
Resource Unit.
Sources of Curriculum Materials.
15. Issues in Curriculum Development.
Current Curriculum Issues.
Improvements Needed for Curriculum Reform.
APPENDIX.
ERIC Clearinghouses.
Regional Educational Laboratories.
National Research and Development Centers.
Institute of Education Sciences.
Curriculum Journals.
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