Deciding What to Teach and Test Developing, Aligning, and Leading the Curriculum

ISBN-10: 1412960134
ISBN-13: 9781412960137
Edition: 3rd 2010
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Book details

List price: $27.95
Edition: 3rd
Copyright year: 2010
Publisher: Corwin Press
Publication date: 6/7/2010
Binding: Paperback
Pages: 168
Size: 6.25" wide x 9.50" long x 0.25" tall
Weight: 0.836
Language: English

Fenwick W. English (Ph.D.) is the R. Wendell Eaves Senior Distinguished Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill, a position he has held since 2001. As a scholar/practitioner he has held positions as a school principal and superintendent of schools in California and New York and as a department chair, dean, and vice-chancellor of academic affairs at universities in Ohio and Indiana. He is the former President of the University Council of Educational Administration (UCEA) and of the National Council of Professors of Educational Administration (NCPEA). His research has been reported in national and international academic forums. He edited the 2006 SAGE Encyclopedia of Educational Leadership and Administration , the 2009 SAGE Library of Educational Thought and Practice: Educational Leadership and Administration ; and the 2011 SAGE Handbook of Educational Leadership (2nd Ed.). In 2013, he received the Living Legend Award from NCPEA for his lifetime contribution to the field of educational leadership.

Preface: America's Continuing Educational Canterbury Tales
Acknowledgments
About the Author
Introduction to the Third Edition
The Function of Curriculum in Schools
What Is Curriculum?
Curriculum Design and Delivery
Curriculum Coordination and Articulation
Combining Design and Delivery Issues in Schools
Formal, Informal, and the Hidden Curriculum
Curriculum and the Cultural Arbitrary
Conventional Practices and Complaints About Curriculum
The Necessary Requirements of an Imperfect Curriculum
A Clarifying Model of the Critical Curricular Relationships and Terms
A Template for Curriculum Construction
The Traditional View of Developing Curriculum
Using a Needs Assessment to Develop a Curricular Framework
Constructing Curriculum With Gap Data
Constructing "User Friendly" Curriculum Work Plans
Moving From Curriculum Content to Work Tasks
Constructing "User Friendly" Curriculum Guides
Essential Elements in Curriculum Guides
Setting Content Priorities and Expressing Time Values
A Word About Sequence and Stress
A Recommended Curriculum Guide Format
Aligning the Curriculum
The Process of Alignment by Frontloading
The Process of Alignment via Backloading
How to Do Alignment
Other Issues in the Alignment Procedure
The Challenge of Curriculum Leadership in the Teaching and Testing Nexus
Considering The Full Responsibility for Curriculum Leadership
Who Benefits From the Perpetuation of the Cultural Capital Embraced by State Imposed Accountability Models?
Avoiding Deficit Mindsets, Models, and Cultural Marginalization of Others
Not All Data Are Valuable or Relevant
Avoiding Outmoded Management Models
Understanding the Drawbacks of Top-Down Supervisory Approaches
The Nexus of Curriculum Leadership
Some Concluding Thoughts
Glossary of Terms
References
Index

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