Acknowledgments | p. ix |
The Teacher and the Curriculum | p. 1 |
Ambivalent Feelings About Curriculum Work | p. 2 |
Finding Time and Resources for Curriculum Work | p. 3 |
Who Has the Authority to Make Curriculum Decisions? | p. 4 |
When Is a Curriculum Change a Change for the Better? | p. 6 |
Preparing for Curriculum Work | p. 9 |
The Aims of Education | p. 12 |
Aims as Ideals | p. 13 |
Progressive and Traditional Perspectives on Curriculum | p. 18 |
Curriculum Theory | p. 23 |
General Education | p. 25 |
Teaching the Basics | p. 26 |
Historical Precedents | p. 27 |
Relating School to Life | p. 31 |
In Search of the Best Curriculum for General Education | p. 33 |
The Value of Different Perspectives | p. 36 |
Conceptualizing Curriculum Phenomena | p. 39 |
Knowledge in Use | p. 41 |
Conceptualizing the Instructional Process | p. 43 |
The Structure of Subjects | p. 46 |
Meaningful Learning Experiences | p. 46 |
Program Conceptualization | p. 48 |
Procedures for Curriculum Making | p. 53 |
Sources of Curriculum Making | p. 53 |
The Tyler Rationale | p. 55 |
Schwab's Practical and Eclectic Approach | p. 59 |
Freire's Emancipation Approach | p. 61 |
The Politics of Curriculum Making | p. 63 |
Explaining and Critiquing Curriculum Practices | p. 66 |
A Critique of the Tyler Rationale | p. 67 |
Curriculum and Criticism of Modern Life | p. 69 |
Understanding How Curriculum Works in the Classroom | p. 70 |
Curriculum in Relation to Culture | p. 72 |
Cross-Currents of Reform | p. 77 |
The Anatomy of Reforms | p. 80 |
Reform and Incremental Change | p. 81 |
Teachers and Reform | p. 86 |
Who's in Charge of the Curriculum? | p. 87 |
The American Curriculum Influence System | p. 89 |
Is Reform a Good Thing? | p. 91 |
Reform: Pros and Cons | p. 93 |
Working with Reform | p. 94 |
Curriculum Today and Tomorrow | p. 95 |
Cases and Disputes | p. 99 |
Curriculum Change | p. 101 |
Freedom and Learning | p. 102 |
Education for Life | p. 103 |
Workforce School | p. 105 |
Individual Differences and Equality of Opportunity | p. 106 |
Mass or Class Culture? | p. 107 |
National Reports on Education | p. 108 |
Go Fly a Kite | p. 109 |
Individualized Learning | p. 111 |
Grading Policies | p. 112 |
A Social Studies Curriculum | p. 113 |
To Each His Own | p. 114 |
The Geometry Curriculum | p. 116 |
Do Procedures Make a Difference? | p. 117 |
Teaching "Relevant" Literature | p. 118 |
The Teacher as Critic | p. 119 |
Theory and Practice | p. 120 |
One School's Philosophy of Education | p. 121 |
Whose Aims Matter? | p. 122 |
Notes | p. 125 |
Annotated Bibliography | p. 129 |
Table of Contents provided by Ingram. All Rights Reserved. |