Foreword |
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vii | |
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Preface |
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xi | |
About the Author |
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xv | |
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Interpreting and Aligning National, State, and Local Standards |
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1 | (43) |
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1 | (2) |
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Performance-Based Standards |
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3 | (1) |
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The Missing Link in Performance-Based Theory |
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4 | (1) |
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The Structure of Knowledge and the Traditional Design of a Curriculum |
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4 | (4) |
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National Standards Through a Concept-Process Lens |
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8 | (1) |
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Reviewing National Standards-What Have We Here? |
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9 | (21) |
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The Design of State Standards |
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30 | (1) |
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Designing Local Curricula Aligned to Standards |
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31 | (3) |
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Filling the Standards Gap in Local Curriculum Design |
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34 | (7) |
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41 | (3) |
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Ensuring Coherence in Curriculum |
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44 | (19) |
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What Is a Coherent Curriculum? |
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44 | (1) |
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A Systems Design for Coherence |
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45 | (2) |
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Deep and Essential Understandings |
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47 | (3) |
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Concepts and Process in Curriculum Design |
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50 | (11) |
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61 | (2) |
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Designing Integrated, Interdisciplinary Units: A General Academic Model |
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63 | (45) |
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A Conceptually Driven Model |
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63 | (1) |
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Coordinated, Multidisciplinary Units Versus Integrated, Interdisciplinary Units |
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64 | (2) |
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The Power of the Conceptual Lens in Integration |
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66 | (3) |
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69 | (1) |
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Designing Integrated Units: Questions and Responses |
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69 | (37) |
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106 | (2) |
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Integrating Curricula in School-to-Work Designs |
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108 | (17) |
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Conventional Models of Curriculum Design |
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108 | (2) |
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The Integrated Concept-Process Model for Secondary and Postsecondary Schools |
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110 | (10) |
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School-to-Work Integration in the Elementary School |
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120 | (3) |
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123 | (2) |
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Tips From Teachers: Creating Concept-Process Integrated Units |
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125 | (34) |
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Teachers Speak Out-The Concept-Process Curriculum and Instruction |
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125 | (10) |
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135 | (17) |
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Teaching Conceptually: Questions and Answers |
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152 | (6) |
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158 | (1) |
Resource A: National Academic Standards Order Information |
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159 | (2) |
Resource B: SCANS Competencies (United States Department of Labor) |
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161 | (3) |
Resource C: Glossary |
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164 | (3) |
References |
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167 | (2) |
Index |
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169 | |