About the Book
Contemporary Issues in Curriculum, 6/e presents an eclectic, balanced approach to the major emergent trends in the field from a diversity of leaders in the field who share their opinions and thoughts on curriculum issues. An issues-oriented collection of 36 articles by the major thinkers in curriculum study, it looks at issues that affect successful implementation, planning, and evaluation of curriculum at all levels of learning. Organized into six Parts—Curriculum and Philosophy, Curriculum and Teaching, Curriculum and Learning, Curriculum and Instruction, Curriculum and Supervision, and Curriculum and Policy—the readings reflect both traditionally held assumptions as well as those more controversial in nature. Students and practitioners have the opportunity to turn to a single source to investigate the breadth of issues that affect curriculum, examine and debate the issues, formulate their own ideas, and help shape the future direction of the field.
Table of Contents:
Preface
Part One: Curriculum and Philosophy
Chapter 1 Philosophy as A Basis for Curriculum Decisions, ALLAN C. ORNSTEIN
Chapter 2 Goals and Objectives, RONALD S. BRANDT AND RALPH W. TYLER
CHAPTER 3 WHAT DOES IT MEAN TO SAY A SCHOOL IS DOING WELL?, ELLIOT W. EISNER
Chapter 4 Art And Imagination: Overcoming A Desperate Stasis, MAXINE GREEN
CHAPTER 5 A COMMON CORE OF READINESS, Robert Rothman
Pro-Con Chart 1 Should the schools introduce a values-centered curriculum for all students?
Case Study 1 A Clash Concerning the Arts Curriculum
Part Two: Curriculum And Teaching
Chapter 6 Teaching Themes of Care, NEL NODDINGS
Chapter 7 The Heart of A Teacher, PARKER J. PALMER
Chapter 8 Critical Issues In Teaching, ALLAN C. ORNSTEIN
Chapter 9 Productive Teachers: Assessing The Knowledge Base, HERBERT J. WALBERG
Chapter 10 Honoring Diverse Styles Of Beginning Teachers, EDWARD F. PAJAK, ELAINE STOTKO, AND FRANK MASCI
Chapter 11 Keeping Good Teachers: What It Matters, What Leaders Can Do, LINDA DARLING-HAMMOND
Pro-Con Chart 2 Should teachers be held accountable for their teaching?
Case Study 2 School District Proposes Evaluations by Students
Part Three: Curriculum And Learning
Chapter 12 Grappling, THEODORE R. SIZER AND NANCY FAUST SIZER
Chapter 13 Creating Creative Minds, ROBERT J. STERNBERG AND TODD I. LUBART
Chapter 14 The Cognitive-Developmental Approach to Moral Education, LAWRENCE KOHLBERG
CHAPTER 15 TARGETED, NOT UNIVERSAL PRE-K, CHESTER E. FINN, JR.
CHAPTER 16 DEMOGRAPHICS AND EXCELLENCE IN THE 21ST CENTURY, NORMAN ENG
Chapter 17 Disciplining The Mind, VERONICA BOIX MANSILLA AND HOWARD GARDNER
Pro-Con Chart 3 Should special education students be grouped (mainstreamed) into regular education classes?
Case Study 3 Language and Standardized Testing
Part Four: Curriculum and Instruction
Chapter 18 Flunking innovation and creativity, YONG ZHAO
Chapter 19 teach up for excellence, CAROL ANN TOMLINSON AND EDWIN LOU JAVIUS
Chapter 20 The Thought-Filled Curriculum, ARTHUR L. COSTA
Chapter 21 The Importance Of Multicultural Education, GENEVA GAY
Chapter 22 Knowledge Alive, DAVID PERKINS
Chapter 23 WHAT STUDENTS NEED TO LEARN: a diploma worth having, GRANT WIGGINS
Pro-Con Chart 4 Should academic content standards be used in place of curriculum guides?
Case Study 4 An Advocate for Longer School Days
Part Five: Curriculum And Supervision
Chapter 24 The Politics Of Virtue: A New Framework For School Leadership, THOMAS J. SERGIOVANNI
Chapter 25 What The World Can Teach Us About New Teacher Induction, HARRY K. WONG, TED BRITTON, AND TOM GANSER
Chapter 26 Clinical Supervision And Psychological Functions, EDWARD F. PAJAK
Chapter 27 beginning teacher induction: what the data tell us, RICHARD INGERSOLL
Chapter 28 Instructional Insensitivity Of Tests: Accountability’s Dire Drawback, W. JAMES POPHAM
Chapter 29 Diagnosing School Decline, DANIEL L. DUKE
Pro-Con Chart 5 Should the person who helps teachers improve instruction also evaluate their performance?
Case Study 5 A Principal Works for Inclusion
Part Six: Curriculum And Policy
Chapter 30 manage "Human Capital" Strategically, ALLAN ODDEN
Chapter 31 Beyond Standardization: Powerful New Principles For Improvement, ANDY HARGREAVES AND DENNIS SHIRLEY
Chapter 32 Dichotomizing Educational Reform, CARL D. GLICKMAN
Chapter 33 Assessment For Learning Around The World: What Would It Mean To Be Internationally Competitive?, LINDA DARLING-HAMMOND AND LAURA MCCLOSKEY
Chapter 34 Perennial Reform: Fixing School Time, LARRY CUBAN
Chapter 35 EXCELLENCE, EQUALITY, AND EDUCATION, ALLAN C. ORNSTEIN
Pro-Con Chart 6 Should parent choice be a major consideration in determining where students attend school?
Case Study 6 School Board Debates Bilingual Education Program
CREDITS
NAME INDEX
SUBJECT INDEX
About the Author :
Allan C. Ornstein is a professor of education and social policy at St. John's University. He is a former Fulbright-Hayes scholar and author of 60 books. His most recent book is entitled Wealth Vs. Work: How the 1 Percent Victimize 99 Percent.
Edward Frank Pajak is a Professor in the School of Education at Johns Hopkins University. He has published more than 50 articles in prominent journals, most recently in the American Educational Research Journal (2012) and in Teachers College Record (2011), as well as six books. His current scholarship involves the application of psychoanalytic concepts toward better understanding of schools, teaching, culture, and education reform. Professor Pajak’s recent books include: Contemporary Issues in Curriculum, 5th edition, Pearson (2010); Supervising Instruction: Differentiating for Teacher Success, Christopher-Gordon (2008); and Honoring Diverse Teaching Styles: A Guide for Supervisors, Association for Supervision and Curriculum Development (2003).
Stacey B. Ornstein holds a Masters in History of Education from New York University. She teaches cooking and food policy at various locations around New York City, where she lives with her husband, David, and newborn son Adrian Vir. Her writing has appeared in numerous print and online publications.
