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| Introducing Transformative Curriculum Leadership | |
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| A Historical Comparison | |
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| Three Teacher Leader Vignettes | |
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| The Book's Purpose | |
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| The Standardized Management Paradigm | |
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| The Constructivist Best Practice Paradigm | |
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| Thomas Kuhn's Paradigm Concept | |
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| The Curriculum Wisdom Paradigm | |
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| The Paradigmatic Goal of the Text | |
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| Looking Ahead: An Overview of the Remaining Chapters of the Book | |
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| Transformative Curriculum Leadership Defined | |
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| Personal Change | |
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| Interpersonal Change | |
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| Societal Change | |
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| Curriculum as Currere | |
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| References | |
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| Two Fundamental Challenges | |
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| Reconceptualizing Subject Standards | |
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| Received Subject Matter Standards | |
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| Which Way Do We Go? | |
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| A Step on the Path in the Right Direction | |
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| A Partial Solution | |
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| The Path Has a Fork in the Road...And We Need to Take It! | |
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| Caution: Potential Obstacles on the Problem-Solving Path | |
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| Understanding Student Understanding | |
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| Transformative Standards | |
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| Paradigmatic Tensions: Framing Our Work | |
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| Dominant Standardized Management Orientation | |
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| Constructivist Best Practice Orientation | |
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| Curriculum Wisdom Orientation | |
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| Paradigm Lines Are Blurred | |
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| The Hidden and Null Curricula | |
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| Students' Democratic Freedom | |
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| Freedom from...Freedom to... | |
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| Freedom from...Freedom to...Self and Social Understanding | |
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| Where the Rubber Meets the Road | |
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| Reconceptualizing Received Standards | |
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| A Disciplined Journey for All of Us | |
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| References | |
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| Cultivating Reflective Inquiry | |
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| Introducing Reflective Inquiry | |
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| More on Reflective Inquiry | |
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| Reflective Practice in Education | |
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| Democratic Curriculum Inquiry | |
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| Reflective Inquiry Map | |
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| Reflective Disciplinary Inquiry | |
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| Reflective Poetic Inquiry | |
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| Reflective Critical Inquiry | |
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| Reflective Multiperspective Inquiry | |
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| Reflective Ethical Inquiry | |
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| Reflective Political Inquiry | |
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| Other Reflective Inquiries | |
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| A View of the Three Paradigms | |
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| Comparing the Three Paradigms Through Contrasting Questions | |
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| Looking Ahead | |
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| References | |
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| Four Interrelated Decision-Making Processes | |
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| Designing and Planning for 3S Education | |
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| Designing and Planning | |
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| General Features of Designing and Planning Deliberations | |
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| A Deliberative Ideal | |
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| A Deliberative Ideal for Elevated Judgments | |
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| The Interplay of Designing and Planning | |
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| Platform Designing: Who, What, Why, How | |
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| Program, Course, and Unit/Lesson Planning | |
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| Programming Planning: Who, What, Why, How | |
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| Course Planning: Who, What, Why, How | |
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| Unit/Lesson Planning: Who, What, Why, How | |
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| The Marriage of Theory and Practice | |
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| Negotiation Strategies | |
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| Achieving Working Agreement | |
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| Making Principled Decisions | |
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| Working Constructively with Teachers | |
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| Seeking Substantial, Lasting Improvements | |
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| Facing Conflict Constructively | |
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| Combining Curriculum Work with Other Initiatives | |
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| References | |
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| Teaching for 3S Understanding | |
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| Reflecting-as-Action | |
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| Reflecting-in-Action and Reflecting-on-Action | |
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| Reflecting for Action: Deliberative Questioning on Working Assumptions | |
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| I Already Do This... | |
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| Creative and Caring Pragmatism | |
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| Pulling It All Together | |
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| References | |
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| Evaluating 3S Education | |
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| What Is Curriculum Evaluation? | |
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| Distinguishing Between Assessing and Evaluating | |
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| Assessing for Subject Matter Understanding | |
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| Assessing Embedded Within the Evaluating | |
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| Evaluating the Journey and the Judgment for a Transformative Experience | |
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| Scaffolding for Evaluative Decision Making | |
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| How Are We Doing? | |
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| Quick Reminder: Two Things | |
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| Evaluating Two Fundamental Challenges for 3S Education | |
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| Evaluating Platform Designing and Planning for 3S Education | |
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| Evaluating Teaching for 3S Understanding | |
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| Accountable and Responsible | |
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| Negotiate, Negotiate, Negotiate | |
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| Good Company for the Journey | |
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| References | |
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| Organizing for 3S Education | |
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| Organizing as Process | |
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| The Power of Personal/Professional Beliefs | |
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| Beliefs and Experiences Shape the Organizing Structure | |
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| Metaphors Shape Beliefs | |
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| Change the Metaphor to Change the Belief and Alter the Organizing Structure | |
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| Primacy of Relationships | |
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| Imagine for a Moment | |
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| Organization Development | |
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| Finding Those Finding Wiggle Room | |
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| Growing Wiggle Room | |
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| Law of Attraction: What You Pay Attention to, Grows | |
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| Gathering Like-Minding People | |
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| Small Changes Amplify to Create Large-Systems Change | |
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| Organizing 3S Education | |
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| Organizing the Work Week | |
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| Organizing the Work Year | |
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| Making the Change from Within | |
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| References | |
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| Sustaining the Curriculum Wisdom Problem Solving | |
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| Building Local Learning Communities | |
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| Building TCL Professional Learning Communities | |
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| Differentiated Needs in a TCL Professional Learning Community | |
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| WWYD (What Would You Do?) | |
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| Critical Friends | |
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| More Questions | |
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| Students as Critical Friends in TCL Professional Learning Communities | |
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| Colleagues as Critical Friends in TCL Professional Learning Communities | |
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| Professional Leadership Projects (PLPs) | |
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| Building Stakeholder Learning Communities | |
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| Valuing 3S Performances of Understanding | |
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| Educating for Professional Advocacy | |
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| Educating for Negotiating | |
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| References | |
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| Engaging the Broader Public Sphere | |
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| A Review of This Text | |
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| An Agenda for Building a Collegial Identity | |
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| The Historical Narrative | |
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| Curriculum as Journey | |
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| A Journey of Disciplined Understanding | |
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| The Limits of Subject Understanding | |
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| Holistic Journey of Understanding | |
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| An Emancipatory Point of View | |
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| Curriculum as Complicated Conversation | |
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| Interpreting Theory and Practice | |
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| Curriculum-Based Teaching | |
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| Curriculum as Currere | |
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| Curriculum as Deliberative Judgment | |
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| Eclectic and Practical Artistry | |
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| Journal and Judgment Are Embedded | |
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| Curriculum as Hermeneutic Undertaking | |
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| Reaching Out to the Broader Public Sphere | |
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| The First Personal Narrative | |
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| The Second Personal Narrative | |
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| Conclusion | |
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| References | |
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| Index | |