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| Preface | |
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| Acknowledgement | |
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| Conceptions of Curriculum | |
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| Humanistic Curriculum | |
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| Characteristics of the Humanistic Curriculum | |
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| Purpose | |
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| Role of the Teacher | |
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| Forms of Humanistic Curriculum | |
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| A Confluent Curriculum | |
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| Consciousness and Transcendency | |
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| Responses to Depersonalization | |
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| Psychological Foundations of the Humanistic Curriculum | |
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| Third-Force Psychology | |
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| Historical Antecedents to the Humanistic Curriculum | |
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| Ancient Greeks and Romans | |
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| Traditional Humanities | |
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| Progressive Education | |
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| Spiritual Images | |
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| Criticisms of the Humanistic Curriculum | |
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| Concluding Comments | |
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| Questions | |
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| Suggested Strategic Research | |
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| New Directions in the Humanistic Curriculum | |
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| The Social Reconstructionist Curriculum | |
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| Characteristics of the Social Reconstructionist Curriculum | |
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| Purpose | |
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| Role of the Teacher | |
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| Social Reconstruction in Practice | |
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| Changing the Community | |
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| Freire's Social Reconstructionism | |
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| Eradicating Illiteracy | |
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| Neo-Marxists | |
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| A Neo-Marxist Manifesto | |
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| Critical Theory against Reproductive Knowledge | |
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| Environmental Reconstruction | |
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| Futurologists | |
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| The Use of Future Planning | |
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| Typical Futurists' Recommendations | |
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| Critical Pedagogy | |
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| Social Adaptation versus Social Reconstruction | |
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| Psychological Foundatons of Social Reconstruction | |
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| Cultural Psychology as a Source | |
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| Psychoanalytical Psychology and Social Reconstruction | |
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| Historical Antecedents to Social Reconstruction | |
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| Criticisms of Social Reconstructionism | |
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| Concluding Comments | |
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| Questions | |
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| Suggested Strategic Research | |
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| New Directions in Social Reconstruction Curriculum | |
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| The Systemic Curriculum | |
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| Alignment | |
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| Accountability | |
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| Standards-Based Curriculum | |
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| Policies for Standards-Based Curriculum | |
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| Standards-Based Curriculum in the Classroom | |
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| Psychological Foundations of the Systemic Curriculum | |
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| Historical Antecedents to the Systemic Curriculum | |
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| Consequences of Systemic Curriculum | |
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| Concluding Comments | |
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| Questions | |
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| Suggested Strategic Research | |
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| New Directions in the Systemic Curriculum | |
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| The Academic Curriculum | |
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| Approaches to the Academic Curriculum | |
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| The Forms of Knowledge Approach | |
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| Structure in the Disciplines Approach | |
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| Reaction against a Structure of Knowledge | |
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| Revival of the Disciplines Approach | |
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| Liberal Arts and the Academic Core | |
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| Liberal Arts in Higher Education | |
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| Academic Programs in the Elementary and Secondary Curriculum | |
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| Cultural Literacy | |
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| Making Subject Matter More Appealing to Growing Minds | |
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| Psychological Foundations of the Academic Curriculum | |
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| Historical Antecedents of the Academic Curriculum | |
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| Concluding Comments | |
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| Questions | |
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| Suggested Strategic Research | |
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| New Directions in the Academic Curriculum | |
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| Curriculum Development | |
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| Deciding What Should be Taught | |
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| Arenas for Deciding What to Teach | |
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| Levels of Decision Making | |
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| Curriculum at Different Levels | |
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| Contexts for Development of Curriculum | |
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| Range of Activity | |
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| Development of Materials | |
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| State, Regional, and Local Curriculum Planning | |
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| Institutional Curriculum Planning | |
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| Functions of the Curriculum | |
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| Determining What to Teach | |
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| Rational and Technical Models in Curriculum Decision Making | |
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| Needs Assessment Model | |
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| Steps in Needs Assessment | |
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| The Futuristic Model | |
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| The Rational Model | |
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| The Vocational or Training Model | |
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| Alternative Approaches to Determining Curriculum Purposes | |
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| Disjointed Incrementalism | |
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| Problems with Disjointed Incrementalism in Curriculum Making | |
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| Emergent Approaches in Curriculum Decision Making | |
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| A Comment on Models and Approaches for Curriculum Building | |
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| Concluding Comments | |
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| Questions | |
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| Suggested Strategic Research | |
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| New Directions in Deciding What is to be Taught | |
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| Developing and Selecting Learning Opportunities | |
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| Standards for Teaching Impact Classroom Curriculum Development | |
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| Principles for Developing Learning Opportunities | |
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| Learning Opportunities for Higher Order Thinking | |
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| Transfer and Problem Solving | |
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| Creativity | |
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| Creating New Knowledge | |
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| Procedures for Developing Learning Activities | |
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| Current Orientations in Developing Learning Activities | |
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| Criteria for Selecting Learning Activities | |
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| Philosophical Criteria | |
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| Psychological Criteria | |
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| Political Criteria | |
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| Practicality as a Criterion | |
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| Scientifically Based Research Criteria | |
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| Criticisms of Textbooks and Learning Opportunities | |
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| Criticisms of Criteria for Selecting Learning Opportunities | |
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| Concluding Comments | |
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| Questions | |
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| Suggested Strategic Research | |
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| How Technology is Used with Curriculum Orientations | |
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| Technology in Humanistic Classrooms | |
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| Social Reconstruction and Technology | |
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| Technology in a Systemic Curriculum | |
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| Technology in the Academic Curriculum | |
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| Building Web Sites | |
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| New Developments in Learning Opportunities | |
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| Organizing Learning Opportunities | |
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| Key Concepts in Curriculum Organization | |
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| Organizing Centers or Foci | |
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| Organizing Elements | |
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| Principles for Sequencing Centers and Activities Related to Elements | |
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| Organizing Structures | |
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| Structure at the Institutional Level | |
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| Structure at the Classroom Level | |
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| Organizational Patterns and Conceptions of the Curriculum | |
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| Unified Disciplines: The New Academic Pattern | |
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| Empirical Studies of the Effects of Patterns | |
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| Issues in Curriculum Organization | |
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| Concluding Comments | |
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| Questions | |
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| Suggested Strategic Research | |
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| New Directions in Organizing Learning Opportunities | |
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| Curriculum Management | |
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| Managing Curriculum | |
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| Schools and the Institutionalized Curriculum | |
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| Curriculum Change in the Context of Restructuring | |
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| Roles in Restructuring Curriculum | |
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| The Principal as Director of Learning | |
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| The Principal in Shared Leadership | |
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| Department Heads in Curriculum Management | |
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| Administrative Arrangements | |
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| Stratifying Students | |
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| Staffing Patterns and Scheduling | |
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| Supplementary Personnel | |
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| Nongrading | |
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| Facilities | |
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| The Middle School | |
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| Alternative, Magnet, Charter, and Specialist Schools | |
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| Trends in Reforming School Organization | |
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| Options in the Schools | |
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| Administration for Instructional Effectiveness | |
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| Coordinating the Curriculum | |
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| Effective Research and Curriculum Policy | |
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| Concluding Comments | |
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| Questions | |
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| Suggested Strategic Research | |
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| New Directions in Schools as Institutions | |
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| Evaluating the Curriculum | |
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| Models for Evaluation | |
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| Consensus Models (Traditional and Technical Evaluation) | |
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| Pluralistic Models (Humanistic and Social Reconstructionist Evaluation) | |
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| Controversial Technical Issues in Curriculum Evaluation | |
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| The Form of Objectives (Goals, Standards, Benchmarks, and Indicators) | |
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| Measurement of Intended Outcomes versus Goal-Free Evaluation | |
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| Norm- and Criterion-Referenced Tests | |
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| Tests and Invasion of Privacy | |
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| Authentic Assessment of Student Performance | |
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| Assessment as Learning | |
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| Techniques for Collecting Data | |
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| Measuring Affect | |
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| Sampling | |
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| Hazards in Conducting Traditional Evaluation | |
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| Value Added Assessment | |
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| Concluding Comments | |
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| Questions | |
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| Suggested Strategic Research | |
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| New Directions in Curriculum Evaluation | |
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| The Politics of Curriculum Making | |
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| Curriculum Policy | |
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| The Politics Involved | |
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| Political Decisions about What will be Taught | |
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| Concepts for Interpreting the Process of Political Decision Making | |
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| The Professionalization of Reform | |
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| Forces of Stability | |
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| Constraints on Policy | |
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| Participants in Determining Curriculum Policy | |
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| School-Based Political Participants | |
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| Community Participants | |
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| State Agencies | |
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| Testing Agencies | |
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| Publishers | |
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| The Courts | |
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| The Federal Government | |
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| Foundations | |
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| Special Interests | |
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| Conflicts in Curriculum Control | |
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| Concluding Comments | |
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| Questions | |
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| Suggested Strategic Research | |
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| New Directions in the Politics of Curriculum Making | |
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| Issues and Trends | |
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| Current Issues Demanding Responses | |
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| Curriculum For Thinking | |
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| The Focus of a Thinking Curriculum | |
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| Curriculum Competition: An International Comparison | |
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| Invidious Comparisons | |
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| Vocational Education | |
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| Contrasting Purposes for Vocational Education | |
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| Access to Vocational Education | |
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| Content of Vocational Education | |
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| Reorganizing Vocational Education | |
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| Trends in Vocational Education | |
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| Moral Education | |
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| Phenix's Basic Questions in Moral Education | |
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| Kohlberg's Theory of Moral Development | |
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| Character Education | |
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| School Safety | |
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| Concluding Comments | |
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| Questions | |
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| Suggested Strategic Research | |
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| New Directions in Curriculum Issues | |
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| Trends in the Subject Fields | |
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| Mathematics | |
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| Mathematics in Our Schools | |
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| Trends in Mathematics | |
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| Science | |
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| Evolution of Science Teaching | |
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| New Approaches in Science Education | |
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| Recommendations for the Future Science Curriculum | |
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| Physical and Health Education | |
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| Its Place in the Curriculum | |
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| Guidelines for Future Physical Education Programs | |
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| English | |
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| English as a Subject | |
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| Current Trends in the Teaching of English | |
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| Reading | |
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| The Curriculum of Reading | |
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| Contested Trends in Reading | |
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| History and Social Studies | |
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| History as a Subject | |
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| An Evaluation of History Curriculum | |
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| History and Geography in the 1990s | |
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| History and the Social Studies in the Standards Movement | |
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| Social Studies | |
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| The Future of Social Studies | |
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| Foreign Language | |
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| The Rise and Fall of Foreign Language | |
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| Efforts to Revive Language Instruction | |
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| The Arts | |
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| Concluding Comments | |
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| Questions | |
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| Suggested Strategic Research | |
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| New Directions in the Subject Matters | |
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| Curriculum Inquiry: Retrospect and Prospect | |
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| A Historical Perspective of Curriculum Making | |
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| Curriculum Historians | |
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| Context for Formulation of the Curriculum Field | |
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| Founders of the Field of Curriculum | |
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| Herbartism and the McMurrys | |
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| Basic Tenets of Herbartism | |
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| The McMurrys' Thinking | |
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| Dewey's Opposition to Herbartism | |
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| Dewey's School | |
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| Dewey's Curriculum | |
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| Scientific Curriculum Making: Franklin Bobbitt and Werrett W. Charters | |
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| Societal Influences on the Scientific Movement | |
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| Key Ideas of Scientific Curriculum Making | |
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| Bobbitt's Contribution to Curriculum Making | |
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| Charters's Contribution to the Curriculum Field | |
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| Improvement of Instruction | |
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| Local Development of Curriculum | |
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| The Course of Study Movement | |
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| Caswell's Influence on the Curriculum Field | |
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| Rational Curriculum Making | |
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| Tyler's Curriculum Inquiry | |
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| Feminine Enactment of Curriculum | |
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| Hilda Taba | |
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| Mary Sheldon Barnes | |
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| Lucy Maynard Salmon | |
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| Lucy Sprague Mitchell | |
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| Concluding Comments | |
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| Questions | |
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| Suggested Strategic Research | |
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| New Directions in Historical Curriculum Studies | |
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| The Promise of Theory and Inquiry in Curriculum | |
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| State of the Field | |
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| The Need for Curriculum Theory | |
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| The Need for Curriculum Conceptions | |
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| The Need for Studies of Correlation and Integration | |
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| The Need for Studies of Sequence | |
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| The Need for Analyzing Education Objectives (Standards) | |
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| The Need for Process-Product Research | |
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| Trends in Curriculum Inquiry | |
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| Forms of Inquiry | |
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| Synoptic Activity as Curriculum Inquiry | |
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| Inquiry in the School and Classroom | |
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| Narrative | |
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| Qualitative Inquiry in School Settings | |
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| Action Research as Curriculum Inquiry | |
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| Concluding Comments | |
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| Questions | |
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| Suggested Strategic Research | |
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| New Directions in Curriculum Inquiry | |
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| Name Index | |
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| Subject Index | |