Curriculum : Foundations, Principles, and Issues
by Ornstein, Allan C.; Hunkins, Francis P.Edition: 5th
Format: Hardcover
Pub. Date: 2008-08-04
Publisher(s): Pearson
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Summary
A thorough exploration of the historical, philosophical, psychological, and social context for the field of curriculum,Curriculum: Foundations, Principles, and Issuesaddresses the curriculum process and issues that influence it and encourages readers to consider how new thinking impacts curriculum deliberation, development, and implementation. A more concise Fifth Edition provides both the student and the professor of curriculum with a comprehensive treatment of the field: curriculum foundations as well as the principles and procedures for conceptualizing, developing, implementing, and evaluating curriculum. As in previous editions, it provides solid coverage of the philosophical, historical, psychological, and social foundations of curriculum including recent research and thinking in these areas.
Table of Contents
| Curriculum Tips | |
| Preface | |
| The Field of Curriculum | |
| Curriculum Approaches | |
| Behavioral Approach | |
| Managerial Approach | |
| The Systems Approach | |
| Academic Approach | |
| Humanistic Approach | |
| Reconceptualists | |
| Definition of Curriculum | |
| The Challenges of Definition | |
| Background Issues for Defining the Field | |
| Fundamental Questions | |
| Foundations of Curriculum | |
| Major Foundations: Philosophy, History, Psychology, and Sociology | |
| Domains of Curriculum | |
| Curriculum Development | |
| Curriculum Design | |
| Other Domains of Curriculum | |
| The Planned and Unplanned Curriculum | |
| Theory and Practice | |
| From Theory to Practice | |
| Curriculum Certification | |
| The Roles of the Curriculum Worker | |
| Responsibilities of the Curriculum Worker | |
| The Role of the Student | |
| The Teacher and the Curriculum | |
| The Principal and the Curriculum | |
| Conclusion | |
| Foundations of Curriculum | |
| Philosophical Foundations of Curriculum | |
| Philosophy and Curriculum | |
| Philosophy and the Curriculum Worker | |
| Philosophy as a Curriculum Source | |
| Major Philosophies | |
| Idealism | |
| Realism | |
| Pragmatism | |
| Existentialism | |
| Educational Philosophies | |
| Perennialism | |
| Essentialism | |
| Progressivism | |
| Reconstructionism | |
| Conclusion | |
| Historical Foundations of Curriculum | |
| The Colonial Period: 1642-1776 | |
| Three Colonial Regions | |
| Colonial Schools | |
| Old Textbooks, Old Readers | |
| The National Period: 1776-1850 | |
| Rush: Science, Progress, and Free Education | |
| Jefferson: Education for Citizenship | |
| Webster: Schoolmaster and Cultural Nationalism | |
| McGuffey: The Readers and American Virtues | |
| Nineteenth-Century European Educators | |
| Pestalozzi: General and Special Methods | |
| Froebel: The Kindergarten Movement | |
| Herbart: Moral and Intellectual Development | |
| Spencer: Utilitarian and Scientific Education | |
| The Rise of Universal Education: 1820-1920 | |
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