| 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 |
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