Transformative Curriculum Leadership

ISBN-10: 0131138960
ISBN-13: 9780131138964
Edition: 3rd 2007 (Revised)
List price: $65.40
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Description: Transformative Curriculum Leadership provides concrete guidance on how to practice a curriculum based on problem solving that integrates constructivist learning with democratic understanding.nbsp; The book is organized around the leadership  More...

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Book details

List price: $65.40
Edition: 3rd
Copyright year: 2007
Publisher: Prentice Hall PTR
Publication date: 7/26/2006
Binding: Paperback
Pages: 288
Size: 7.48" wide x 9.13" long x 4.72" tall
Weight: 1.320
Language: English

Transformative Curriculum Leadership provides concrete guidance on how to practice a curriculum based on problem solving that integrates constructivist learning with democratic understanding.nbsp; The book is organized around the leadership experiences of the assistant superintendent, and it contains a wealth of guiding rubrics, figures, images, and illustrations.nbsp; In addition to providing well-integrated, step-by-step problem solving guidance, it remains a theoretically sophisticated, cutting-edge integration of curriculum theory and leadership practice.

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

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