Curriculum development; theory and practice.

"Curriculum development; theory and practice." Table Of Contents:

• 1- An Approach to Designing the Curriculum
• 2- Crisis in Public Education
• 3- Confusion in Curriculum Planning
• 4- Needed: A Theory of Curriculum Development
• 5- An Approach to Designing the Curriculum
• 6- The Foundations for Curriculum Development
• 7- Current Conceptions of the Function of the School
• 8- Education as Preserver and Transmitter of the Cultural Heritage
• 9- Education as an Instrument for Transforming Culture
• 10- Education for Individual Development
• 11- Implications of These Concepts for Curriculum
• 12- The Analysis of Society
• 13- The Sources for Analysis of Society
• 14- The Impact of Science and Technology
• 15- The Implications for the Role of Education
• 16- The Analysis of Culture
• 17- The Concept of Culture
• 18- Personality and Culture
• 19- The Genesis of Personality
• 20- The Concept of Cultural Change
• 21- American Character and Values
• 22- Educational Implications of the Analysis of Culture
• 23- The School as a Countervailing Socializing Agent
• 24- Education for Values and Feelings
• 25- Autonomy, Individuality, and Creativity
• 26- The Dangers of Ethnocentricity
• 27- The Need for Translators
• 28- Learning Theories as a Foundation for the Curriculum
• 29- The Relevance of Ideas About Learning to the Curriculum
• 30- The Main Theories of Learning
• 31- The Influence of Learning Theories on the Curriculum
• 32- The Science of Learning and Educational Strategy
• 33- The Concept of Development
• 34- The Interrelationship Among Areas of Development
• 35- The Concept of Readiness and of Pacing
• 36- The Concept of Developmental Tasks
• 37- Implications for Curriculum Making of the Concept of Developmental Tasks
• 38- Intelligence and Mental Development
• 39- The Concept of Intelligence
• 40- Variables Affecting the Functioning Intelligence
• 41- The Limitations of Intelligence Tests
• 42- The Development of Intelligence
• 43- Curriculum Implications of the Concept of Intelligence
• 44- The Transfer of Learning
• 45- Three Main Concepts of Transfer
• 46- Maximizing Transfer
• 47- Social and Cultural Learning
• 48- The Chief Tenets of Social Learning
• 49- The Process of Social Learning
• 50- The Agents of Social Learning
• 51- Variations in Social Learning
• 52- The Effect of Acculturation on Learning
• 53- The Extension of Learning
• 54- Human Potentiality for Learning
• 55- Learning as Experiencing and Discovering
• 56- The Confusion About Direct and Indirect Learning
• 57- The Effect of Social Setting on Learning
• 58- Group Relations in the Classroom
• 59- The Effect of Social Climate on Learning
• 60- Grouping as a Factor in Facilitating Learning
• 61- The Nature of Knowledge
• 62- Content and Process
• 63- The Levels of Content and Their Functions
• 64- Unique Contributions of School Subjects to Learning
• 65- New Concept of Fundamentals
• 66- The Scope of Content
• 67- The Sequence of Learning
• 68- Integration of Knowledge
• 69- The Process of Curriculum Planning
• 70- The Objectives of Education
• 71- The Functions of Educational Objectives
• 72- Principles to Guide the Formulation of Objectives
• 73- Classification of Objectives
• 74- The Types of Behavioral Objectives
• 75- Knowledge: Facts, Ideas, Concepts
• 76- Reflective Thinking
• 77- Values and Attitudes
• 78- Sensitivities and Feelings
• 79- Skills
• 80- Translating General Objectives into Specific Ones
• 81- Diagnosis in Curriculum Development
• 82- Diagnosis of Achievement
• 83- Diagnosis of Students as Learners
• 84- Diagnosis of Curriculum Problems
• 85- Informal Diagnostic Devices
• 86- An Open-Ended Classroom Interview
• 87- Open-Ended Questions and Themes
• 88- Unfinished Stories and Incidents
• 89- Records of Discussion
• 90- Records of Reading and Writing
• 91- Observation and Recording of Performance
• 92- Special Assignments and Exercises
• 93- Sociometric Test
• 94- Devices for Diagnosing the Out-of-School Environment
• 95- A Program for Diagnosis
• 96- Selection of Curriculum Experiences
• 97- The Problems of Rational Selection
• 98- Problems in Establishing Criteria
• 99- Validity and Significance of Content
• 100- Consistency with Social Realities
• 101- Balance of Breadth and Depth
• 102- Provision for Wide Range of Objectives
• 103- Learnability and Adaptability to Experiences of Students
• 104- Appropriateness to the Needs and Interests of the Students
• 105- Organization of Curriculum Content and Learning
• 106- The Problems of Organizing
• 107- Establishing Sequence
• 108- Providing for Cumulative Learning
• 109- Providing for Integration
• 110- Typical Attempts to Unify the Curriculum
• 111- Combining the Logical and Psychological Requirements
• 112- Determining the Focus
• 113- Providing Variety in Modes of Learning
• 114- Evaluation of the Outcomes of Curricula
• 115- A Narrow and a Broad Definition of Evaluation
• 116- The Function of Evaluation
• 117- Criteria for a Program of Evaluation
• 118- A Comprehensive Evaluation Program
• 119- Techniques for Securing Evidence
• 120- Interpretation of Evaluation Data
• 121- Translation of Evaluation Data into the Curriculum
• 122- Evaluation as a Cooperative Enterprise
• 123- Development of a Teaching-Learning Unit
• 124- The Role of a Model for a Teaching-Learning Unit
• 125- The Methodology for Planning a Unit
• 126- The Design of the Curriculum
• 127- Current Patterns of Curriculum Organization
• 128- Some Problems of Organization
• 129- The Subject Organization
• 130- The Broad Fields Curriculum
• 131- Curriculum Based on Social Processes and Life Functions
• 132- The Activity or Experience Curriculum
• 133- The Core Curriculum
• 134- A Conceptual Framework for Curriculum Design
• 135- Deficiencies in the Rationale of Current Curriculum Designs
• 136- The Functions of a Conceptual Framework for Curriculum Design
• 137- The Elements of the Curriculum
• 138- Relationships Among the Elements
• 139- The Problems and Principles of Organization
• 140- A Methodology of Curriculum Development
• 141- The Strategy of Curriculum Change
• 142- Strategy for Changing a Curriculum
• 143- Curriculum Change in Historic Perspective
• 144- Current Methods of Curriculum Change
• 145- The Concept of Strategy for Curriculum Change
• 146- A Sequence of Curriculum Development
• 147- Integration of Production and Teacher Training
• 148- Patterns of Work
• 149- Levels of Involvement
• 150- Working with Groups
• 151- Composing Work Teams
• 152- Climate for Productive Work
• 153- Differentiation of Tasks for Groups and Individuals
• 154- Leadership Roles
• 155- A Case Study of Developing Leadership Roles
• 156- Conclusion
• 157- Bibliography
• 158- Index

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