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| Preface | |
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| Prologue: "If Ever We Needed" | |
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| Decision Making in Curriculum Improvement | |
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| istorical and Philosophical Foundations of Curriculum Decision Making | |
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| The Meaning of Curriculum | |
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| The Underpinnings: Curriculum Change in Early America | |
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| A Digest of Trends in the Evolution of the Curriculum | |
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| Identifying Curriculum Concerns in Your Own Environment | |
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| Recognizing Well-Known People and Movements in the Curriculum Field | |
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| Narrating the Curriculum History of Your Own School SystemThe Curriculum - Lately and Presently | |
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| Two Philosophical Views of What the Curriculum Should Be | |
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| Schools of Philosophical Thought Affecting the Curriculum | |
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| Describing the Educational Philosophy of Your Own School | |
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| Defining and Refining Your Own Curriculum Philosophy | |
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| Educational Philosophy in a Context of Other Curriculum Foundations | |
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| Summary | |
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| Endnotes | |
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| Selected Bibliography | |
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| Psychological Bases for Curriculum Decisions | |
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| Learners - Their Growth and Development | |
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| Judging What Use to Make of Certain Characteristics and Needs | |
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| Homework for an Eighth-Grade Class | |
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| Diagnosing the Learning Potential of an Individual LearnerUnderstandings of the Learning Process | |
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| Putting Selected Learning Principles to Work | |
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| The Case of Mary Williams | |
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| Identifying Basic Considerations Affecting Learning Style | |
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| Soliciting Pupil's Comments about Learning | |
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| Learning What It Means to LearnSome Uses of Psychology in Making Decisions Cooperatively about the Curriculum | |
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| Summary | |
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| Endnotes | |
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| Selected Bibliography | |
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| Social and Cultural Forces Affecting Curriculum Decisions | |
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| Influences from Society and the Culture at Large | |
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| Finding Traditions to Challenge | |
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| Assessing the Effects of Specific Social Changes | |
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| What to Do about the Plight of Victimized Teachers | |
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| How Much Federal and State ControlInfluences within the Immediate Community | |
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| A Limited Study of One Community | |
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| A More Comprehensive Study of the Same Community | |
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| When Subcultures and Social Classes Come to SchoolCulture-Based Curriculum Ideas: Two Examples | |
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| A Study of Present and Future Career Opportunities | |
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| Investigating the Pervasiveness of High Technology | |
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| Strategies for Using Social and Cultural Influences | |
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| The Site at which Political Power Should Be Applied | |
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| Which Will You Have? | |
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| Summary | |
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| Endnotes | |
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| Selected Bibliography | |
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| Subject Matter: Its Role in Decision Making | |
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| An Overview of Subject Matter Selection and Placement | |
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| Finding Reasons for Changes in Subject Matter Placement | |
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| Selecting Subject Matter as Learning Content | |
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| Planning Improved Selection of Subject Matters | |
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| Resolving Problems in Subject Matter Selection and Assignment Making | |
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| A Closer Look at Subject Matter | |
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| Discovering What's Inside a Discipline | |
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| Working with the Discovery Process | |
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| Organizing and Reorganizing Subject Matter for Teaching and Learning | |
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| Special Problems in Organizing and Presenting Subject Matter | |
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| Becoming Acquainted with Curriculum Literature Relating to Special Problem in Organizing and Presenting Subject Matter | |
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| Responding to the State's Criticisms of the Yalta Pass Curriculum | |
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| The Status of Subject Matter Selection and Presentation | |
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| Summary | |
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| Endnotes | |
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| Selected Bibliography | |
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| Making Decisions About the Design of the Curriculum | |
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| The Nature of Design and Designing | |
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| Sources of Ideas that Undergird Curriculum Designs | |
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| Thinking about Sources of Educational Philosophy | |
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| Using Curriculum Foundations in Planning Improvement | |
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| Making Further Use of Curriculum Foundations and ViewpointsA Classic Model for Creating Curriculum Designs | |
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| Strategies Often Used in Creating Curriculum Designs | |
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