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| Bases for Curriculum Leadership 1 | |
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| Goals and Values | |
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| Focus Questions | |
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| Definitions of Curriculum | |
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| Differences between Curriculum and Instruction | |
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| A Comprehensive Definition ofCurriculum | |
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| Bases of the Curriculum | |
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| Social Forces | |
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| Theories of Human Development | |
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| The Nature of Learning and Learning Styles | |
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| Emphasizing Curriculum Bases | |
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| Curriculum Criteria | |
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| Curriculum Goals | |
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| Values in Curriculum Planning | |
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| Criterion Questions-Goals and Values | |
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| References | |
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| Principals as Cultural Leaders | |
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| Leadership for Learning: Lessons from 4 Years of Empirical Research | |
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| Perspectives on Four Curriculum Traditions | |
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| Democracy at Risk | |
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| The Organization and Subject-Matter of General Education | |
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| The Case for Essentialismin Education | |
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| The Case for Progressivism in Education | |
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| Traditional vs. Progressive Education | |
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| Leaders' Voices-Putting Theory into Practice | |
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| 5 Telltale Signs You're Becoming a Teacher Leader | |
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| Learning Activities | |
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| Critical Thinking | |
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| Application Activities | |
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| Field Experiences | |
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| Internet Activities | |
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| Social Forces: Present and Future | |
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| Focus Questions | |
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| Curriculum and the Future | |
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| Social Forces and the Individual | |
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| Levels of Social Forces | |
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| Concepts from the Social Sciences | |
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| Futures Planning | |
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| Criterion Questions-Social Forces | |
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| References | |
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| What's Wrong with Accountability by the Numbers? | |
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| Grading Education: Test-Based Accountability Can't Work, But Testing Plus Careful School Inspections Can | |
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| High-Stakes Testing and Accountability as Social Constructs across Cultures | |
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| The "Three A's" of Creating an Inclusive Curriculum and Classroom | |
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| The Dimensions of Multicultural Education | |
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| 21st Century Schools Require Media Literate Leaders | |
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| Leaders' Voices-Putting Theory into Practice | |
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| Launching an iPad 1-to-1 Program: Leadership Advice on Pioneering Technology Initiatives | |
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| Learning Activities | |
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| Critical Thinking | |
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| Application Activities | |
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| Field Experiences | |
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| Internet Activities | |
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| Human Development | |
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| Focus Questions | |
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| Theories of Human Development | |
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| Piaget's Model of Cognitive Development | |
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| Erikson's Model of Psychosocial Development | |
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| Kohlberg's and Gilligan's Models for Moral Development | |
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| Maslow's Model of a Hierarchy of Needs | |
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| Criterion Questions-Human Development | |
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| References | |
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| Maslow's Hierarchy of Needs: Renovated with Contemporary Extensions | |
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| Erik Erikson's Developmental Stages: A Healthy Personality for Every Child Midcentury White House Conference on Children and Youth | |
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| The Cognitive-Developmental Approach to Moral Education | |
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| Woman's Place in Man's Life Cycle | |
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| Concerted Cultivation and the Accomplishment of Natural Growth | |
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| Friending, IMing, and Hanging Out Face-to-Face: Overlap in Adolescents' Online and Offline Social Networks | |
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| Leaders' Voices-Putting Theory into Practice | |
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| What Ever Happened to Kick the Can? Wellness in School and Community | |
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| Learning Activities | |
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| Critical Thinking | |
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| Application Activities | |
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| Field Experiences | |
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| Internet Activities | |
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| Learning and Learning Styles | |
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| Focus Questions | |
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| Behavioral Learning Theories | |
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| Social Learning Theories | |
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| Cognitive Learning Theories | |
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| Cognitive Science | |
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| Gestalt-Field Views of Learning | |
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| Constructivist Learning Theories | |
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| Learning Styles | |
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| Multiple Intelligences | |
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| Criterion Questions-Learning and Learning Styles | |
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| References | |
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| The Neuroeducation of Learning: Learning systems, Not Styles | |
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| Probing More Deeply into the Theory of Multiple Intelligences | |
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| Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review | |
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| How Boys Learn | |
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| Where the Girls Are: The Facts about Gender Equity in Education | |
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| A Literature Review of Gaming in Education: Research Report | |
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| Leaders' Voices-Putting Theory into Practice | |
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| Moving Up From Mediocre | |
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| Learning Activities | |
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| Critical Thinking | |
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| Application Activities | |
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| Field Experiences | |
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| Internet Activities | |
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| Developing, Implementing, and Evaluating the Curriculum | |
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| Approaches to Curriculum Development | |
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| Focus Questions | |
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| Approaches to Curriculum Development | |
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| The Focus of Curriculum Development | |
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| Student-Centered versus Subject-Centered Curricula | |
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| The Curriculum Development Process | |
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| Standards and Curriculum Development | |
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| Common Core State Standards | |
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| Content and Performance Standards | |
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| Standards Developed by Professional Associations | |
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| Aligning Curricula and Textbooks with Standards | |
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| Curriculum Frameworks | |
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| Standards and No Child Left Behind (NCLB) | |
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| Students and Curriculum Development | |
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| Criterion Questions-Curriculum Development | |
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| References | |
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| Appendix | |
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| Who Should Plan the Curriculum? | |
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| Tying Together the Common Core of Standards, Instruction, and Assessments | |
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| Integrating 21st Century Skills into the Curriculum | |
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| Improving School Outcomes by Addressing the Whole Child and by Addressing Skills and Attitudes, Not Just Content | |
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| Teaching Under the New Taylorism: High-Stakes Testing and the Standardization of the 21st Century Curriculum | |
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| The Muddle Machine: Confessions of a Textbook Editor | |
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| Leaders' Voices-Putting Theory into Practice | |
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| The Case for Teacher-Led School Improvement | |
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| Learning Activities | |
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| Critical Thinking | |
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| Application Activities | |
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| Field Experiences | |
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| Internet Activities | |
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| Curriculum Implementation, Instruction, and Technology | |
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| Focus Questions | |
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| Instructional Methods | |
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| A Repertoire of Models of Teaching | |
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| Models Based on Behavioral Psychology | |
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| Models Based on Human Development | |
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| Models Based on Cognitive Processes | |
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| Models Based on Social Interactions | |
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| Basic Principles of Curriculum Implementation and Instruction | |
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| Technology and Curriculum Development | |
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| A New Generation of Students | |
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| Technology and Transformation of the Curriculum | |
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| Criterion Questions-Curriculum Implementation and Technology | |
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| References | |
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| A Deeper Sense of (Media) Literacy | |
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| Progressive Organization of Subject Matter | |
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| Structures in Learning | |
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| The Many Faces of Leadership | |
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| Adopt and Adapt: Twenty-First-Century Schools Need Twenty-First-Century Technology | |
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| Implementing Virtual Museums in the Social Studies Classroom: An Apprenticeship Model | |
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| Leaders' Voices-Putting Theory into Practice | |
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| Differentiation of Instruction: A Strategic Response to Student Needs | |
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| Learning Activities | |
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| Critical Thinking | |
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| Application Activities | |
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| Field Experiences | |
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| Internet Activities | |
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| Curriculum Evaluation and Assessment of Learning | |
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| Focus Questions | |
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| Curriculum Evaluation | |
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| Formative and Summative Evaluation | |
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| Assessment of Learning | |
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| Standardized Assessments | |
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| Emerging Trends in Assessment of Learning | |
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| Performance-Based Assessments | |
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| Authentic Assessment | |
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| Portfolio Assessment | |
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| Peer Assessment | |
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| Self-Assessment | |
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| Alternate Assessments | |
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| Criterion Questions-Curriculum Evaluation and Assessment of Learning | |
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| References | |
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| TestThink | |
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| Assessing Students with Disabilities in the General Education Classroom | |
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| Learning to Love Assessment | |
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| An "A" in Abstractions | |
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| Using Student Assessment Data to Improve Instruction | |
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| What Is the Purpose of Grades? | |
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| Leaders' Voices-Putting Theory into Practice | |
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| Time for a Tune-Up: Comprehensive Curriculum Evaluation | |
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| Learning Activities | |
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| Critical Thinking | |
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| Application Activities | |
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| Field Experiences | |
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| Internet Activities | |
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| The Curriculum in Action | |
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| Early Childhood and Elementary Curricula | |
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| Focus Questions | |
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| Elementary-Level Programs | |
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| The Importance of Elementary-Level Programs | |
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| Early Childhood Programs | |
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| Head Start | |
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| The Role of Parents and Guardians | |
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| Goals for Childhood Education | |
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| References | |
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| Universal Preschool's Promise: Success in Early Childhood and Beyond | |
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| Implementing a Schoolwide Literacy Framework to Improve Student Achievement | |
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| Why Is Kindergarten an Endangered Species? | |
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| The Teacher's Laptop as a Hub for Learning in the Classroom | |
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| Student-Centered Instruction: Integrating the Learning Sciences to Support Elementary and Middle School Learners | |
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| Case Study in Curriculum Implementation | |
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| A Pilot Study of a Kindergarten Summer School Reading Program in High-Poverty Urban Schools | |
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| Leaders' Voices-Putting Theory into Practice | |
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| The Principal as Curriculum Leader | |
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| Learning Activities | |
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| Critical Thinking | |
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| Application Activities | |
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| Field Experiences | |
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| Internet Activities | |
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| Middle-Level Curricula | |
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| Focus Questions | |
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| Major Transitions and Critical Turning Points | |
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| Curricular Goals for Middle-Level Students | |
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| Development of the Middle School | |
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| References | |
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| The Forgotten Middle: Ensuring that All Students Are on Target for College and Career Readiness before High School, ACT | |
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| The Middle School Plunge: Achievement Tumbles When Young Students Change Schools | |
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| Critical Media Literacy in Middle School: Exploring the Politics of Representation | |
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| The Homework Wars | |
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| Building Developmental Assets to Promote Success in School and in Life | |
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| Case Study in Curriculum Implementation | |
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| Intentional Curriculum Planning in an Age of Accountability: Explorer Middle School's Approach | |
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| Leaders' Voices-Putting Theory into Practice | |
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| Inquiry into Identity: Teaching Critical Thinking Through a Study of Race, Class, and Gender | |
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| Learning Activities | |
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| Critical Thinking | |
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| Application Activities | |
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| Field Experiences | |
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| Internet Activities | |
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| High School Curricula | |
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| Focus Questions | |
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| Developmental Challenges of High School-Level Students | |
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| The Quest for Self-Identity | |
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| Challenges to the American High School | |
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| Development of the "Comprehensive" High School | |
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| The Great Debate on High School Reform | |
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| Goals for the Education of High School Students | |
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| References | |
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| Entrepreneurship, Inquiry, and College Choice: Leveraging the School Curriculum to Increase Student Academic Engagement and College Aspirations | |
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| Engaging the Disengaged Student: Research Shows Why Some Are Immersed in Learning While Others Are Indifferent | |
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| How Do Teachers Support Students' Motivation and Learning in Their Classrooms? | |
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| Can Depth Replace Coverage in the High School Curriculum? | |
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| The Cult of Success | |
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| Case Study in Curriculum Implementation | |
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| Opening up Classroom Space: Student Voice, Autobiography, and the Curriculum | |
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| Leaders' Voices-Putting Theory into Practice | |
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| What Democracy Requires: A Student Takes His Principal to Fairness | |
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| Learning Activities | |
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| Critical Thinking | |
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| Application Activities | |
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| Field Experiences | |
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| Internet Activities | |
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| Credits | |
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| Name Index | |
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| Subject Index | |