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| New Challenges, New Opportunities | |
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| Defining Curriculum | |
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| Structure in Curriculum Development | |
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| History and Curriculum: Three Eras | |
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| The Evolutionary Era | |
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| The Modern Era | |
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| The Postmodern Era | |
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| Foundations of Curriculum Planning | |
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| Social Forces | |
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| Treatment of Knowledge | |
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| Human Growth and Development | |
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| Learning as a Process | |
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| Technology | |
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| A New Age of Curriculum | |
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| The New Information Technologies | |
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| Old Issues, New Impediments | |
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| Summary | |
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| Additional Reading | |
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| Philosophy and Curriculum Design | |
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| The Search for a Philosophical Attitude | |
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| Critical Questions to Be Answered | |
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| The Struggle to Be a Decisive Leader | |
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| Determinants of an Educational Philosophy | |
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| Five Educational Philosophies | |
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| Perennialism | |
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| Idealism | |
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| Realism | |
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| Experimentalism | |
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| Existentialism | |
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| Philosophy Preference Assessment | |
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| Philosophies as Found in Schools | |
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| The Learning Environment | |
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| Programs of Study | |
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| Instructional Orientation | |
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| Administrative Conditions | |
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| Roles of Participants | |
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| School Assessment | |
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| School Philosophies and Curriculum Design | |
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| Summary | |
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| Additional Reading | |
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| Managing Curriculum Development | |
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| Establishing the Philosophy | |
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| Formulating Goals | |
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| Classifying Goals and Objectives | |
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| Using Objectives to Order Learning | |
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| Specifying Behavioral Objectives | |
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| Develop Scientific Observation and Description Skills | |
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| Develop Scientific Hypothesis Formation Skills | |
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| Understand the Content and Concepts of Advanced Science | |
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| Assessing Needs: Focusing for Results | |
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| General Information | |
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| General Population Characteristics | |
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| School Population Characteristics | |
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| Programs and Course Offerings in the District | |
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| Professional Staff | |
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| Data for Instructional Planning: Instructional Patterns and Strategies | |
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| Data for Instructional Planning: Student Data | |
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| Data for Instructional Planning: Facilities | |
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| How Districts Improve Programs | |
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| Comprehensive Planning | |
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| Curriculum Management Plans | |
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| Analysis Stage | |
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| Design Stage | |
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| Plan for Establishing a Kindergarten | |
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| Implementation Stage | |
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| Evaluation Stage | |
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| Summary | |
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| Additional Reading | |
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| New World of Standards-Based Curriculum | |
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| Origins of Standards | |
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| Previous Reform Efforts | |
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| The Latest Reforms | |
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| Standards-Based Education | |
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| How Standards Work in Schools | |
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| Goals | |
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| Managing Standards-Based Programs | |
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| The Role of Technology | |
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| Rebalancing Standards-Based Curriculums | |
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| Nurture of Intellectual Competence | |
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| Transfer of Knowledge | |
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| Acceptance of Multiple Intelligences | |
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| Understanding Learning Styles | |
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| Curriculum Differentiation | |
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| Cooperative Learning | |
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| Interdisciplinary Learning | |
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| Problem-Based Learning | |
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| Mentoring | |
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| Service Learning | |
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| A Warning | |
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| Summary | |
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| Additional Reading | |
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| Curriculum Development in the Classroom | |
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| The Traditional Relationship | |
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| Two Levels of Classroom Planning | |
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| Choices: Learning Theory | |
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| Teaching With a Cognitive Focus | |
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| Interaction Patterns in the Classroom | |
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| Integrative Curriculum in Standards-Based Schools | |
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| Collaborative Leadership in Curriculum | |
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| Teachers as Leaders | |
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| Providing Leadership: Specific Acts | |
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| Summary | |
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| Additional Reading | |
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| Elemiddle School Programs and Issues | |
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| The Pre-K-5 Elementary School Program | |
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| Basis of the Elementary School Curriculum | |
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| Elementary School History | |
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| Expansion and Continued Reforms of Elementary Schools | |
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| Organizing the Curriculum | |
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| Individualizing Instruction in the Elementary Grades | |
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| Whole Language Versus Phonics: A Continuing Debate | |
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| Selection of Content | |
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| Determining Appropriate Elementary School Curriculum Content | |
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| Language Arts | |
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| Mathematics | |
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| Science | |
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| Social Studies | |
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| Geography | |
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| Health and Physical Education | |
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| The Arts | |
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| Holistic Approaches to Curriculum | |
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| Diverse Needs of Children | |
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| Children With Attention Deficit Disorder | |
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| Children From Impoverished Families | |
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| Children From Different Cultures | |
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| Children With Disabilities | |
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| Gifted Students | |
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| Other Students With Needs | |
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| Early Intervention | |
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| Child-Care Programs | |
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| Integrated Instructional Systems | |
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| Learning Styles and Systems | |
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| Cooperative Learning | |
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| Grade-Level Retention | |
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| Organization and Grouping in the Elementary School | |
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| Vertical and Horizontal Organizational Patterns of Students and School Staff | |
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| Elementary Grouping Strategies | |
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| Influence of the Middle School on Elementary Curricula | |
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| Trends in Elementary Education: Determining What Works | |
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| The Middle School: Struggling to Survive | |
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| The Middle School: A Historical Perspective | |
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| Functions of the Middle School | |
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| Establishing an Identity for the Middle School | |
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| The Middle School Student | |
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| The Middle School Teacher | |
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| Managing Middle School Programs | |
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| The Middle School Program: Overview | |
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| Balance in the Middle School Program | |
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| Advisory Programs | |
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| Physical Education Programs | |
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| Intramural Programs | |
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| Exploratory Programs | |
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| Special Programs | |
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| Programs for Students With Special Needs | |
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| Guidance | |
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| Organizing for Instruction in the Middle School | |
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| Alternative Scheduling Models | |
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| In-Service Programs | |
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| Comprehensive Planning for Middle Schools: A Review | |
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| Analysis | |
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| Involvement | |
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| Commitment | |
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| Funding | |
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| Resources | |
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| Personnel | |
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| Detailed Planning | |
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| Role of Technology | |
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| Evaluating the Middle School | |
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| New Standards for the Middle School | |
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| The Middle School as a Part of the Total Curriculum | |
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| Globalizing the Curriculum | |
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| Summary | |
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| Additional Reading | |
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| Secondary School and Beyond | |
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| Historical Development of the Secondary School | |
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| Reform Movements in Secondary Education | |
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| Recent Changes in the Secondary School | |
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| The Changing Curriculum of the Secondary School | |
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| Third International Mathematics and Science Study (TIMSS) | |
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| Magnet and Alternative Schools and Programs | |
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| Advanced Placement/International Baccalaureate Programs | |
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| Comprehensive School Designs | |
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| The Promise of Technology at the Secondary Level | |
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| Organizational Practices in the Secondary School | |
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| Year-Round Schooling | |
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| Block Scheduling | |
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| Future Directions for the Secondary School | |
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| A Changing Country in a Changing World | |
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| Improving Teacher Quality | |
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| A Closing Note | |
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| Summary | |
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| Additional Reading | |
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| Technology, Curriculum, and the Future | |
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| Understanding and Responding | |
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| Getting Started | |
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| What Our Schools Are Doing | |
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| Projections | |
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| Decline, Attack, and Defection | |
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| Homeschooling | |
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| How Public Education Is Responding | |
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| Putting All This in Perspective | |
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| Traditional Views of Education | |
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| Progressive, Radical, and Postmodern Views of Education | |
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| Issues for Curriculum Specialists | |
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| Summary | |
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| Additional Reading | |
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| Applications and Activities | |
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| New Challenges, New Opportunities | |
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| Philosophy and Curriculum Design | |
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| What Is Your Philosophy? | |
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| Scoring Steps | |
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| Managing Curriculum Development | |
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| New World of Standards-Based Curriculum | |
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| Curriculum Development in the Classroom | |
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| Elemiddle School Programs and Issues | |
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| Secondary School and Beyond | |
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| Technology, Curriculum, and the Future | |
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| Appendixes | |
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| Training Paradigm for Curriculum Developers | |
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| Partial Listing of Organizations and Associations Affecting United States Education | |
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| Glossary | |
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| References | |
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| Name Index | |
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| Subject Index | |