Featuring 25% new content, the fifth edition of Contemporary Issues in Curriculum addresses issues in implementation, planning, and evaluation of curriculum at all levels of learning. Divided into six parts–Philosophy, Teaching, Learning, Instruction, Supervision, and Policy– the new edition of this balanced yet eclectic text features ten new chapters written by notable authors including Larry Cuban, Howard Gardner, Andrew Hargreaves, Linda Darling-Hammond, and Stanley Pogrow.
With each new chapter, readers are asked to consider a new author’s viewpoint, thought process, and conclusions about significant and current curriculum issues, from traditional and commonly accepted beliefs to more controversial and cotemporary ideas. Through a variety of learning aids and discussion questions, readers are encouraged to analyze and debate these issues, to formulate their own opinions, and begin to shape their own original ideas about the future direction of curriculum.
Focus Questions at the beginning of each chapter offer an advance organizer and encourage critical thinking. Discussion Questions at the end of each chapter encourage student analysis as well as opportunities for further thought and classroom dialogue. Case Studies at the end of each Partinitiate thoughtful discussion of how curriculum issues are played out in the in-service world. “Pro-Con Chart” features succinctly detail the argument and counterargument for the issue covered in each part, allowing readers to better understand the complexities. Curriculum Scholar Profiles at the beginning of each section highlight the achievements of six prominent leaders in the curriculum 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 A PEDAGOGY OF POSSIBILITY, Peter McLaren
CHAPTER 4 ART AND IMAGINATION: OVERCOMING A DESPERATE STASIS, Maxine Green
CHAPTER 5 NO COMMUNITY LEFT BEHIND, Phillip C. Schlecty
PRO-CON CHART 1 Should the schools introduce a values-centered curriculum for all students?
CASE STUDY 1 A clash concerning the srts curriculum
PART TWO: CURRICULUM AND TEACHING
CHAPTER 6 TEACHING AND 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 A CRITICAL EXAMINATION OF CHARACTER EDUCATION, Alfie Kohn
CHAPTER 16 LIMITING STUDENTS’ SCHOOL SUCCESS AND LIFE CHANCES: THE IMPACT OF TRACKING, Jeannie S. Oakes
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 THE SEARCH FOR METHODS OF INSTRUCTION, Benjamin S. Bloom
CHAPTER 19 NEEDED: A NEW EDUCATIONAL CIVIL RIGHTS MOVEMENT, Evans Clinchy
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 TEACHING CONTENT OUTRAGEOUSLY, Stanley Pogrow
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 SCHOOL 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 A ROLE FOR TECHNOLOGY IN PROFESSIONAL DEVELOPMENT, Frank Levy and Richard J. Murnane
CHAPTER 28 INSTRUCTIONAL SENSITIVITY OF TESTS: ACCOUTABILITY’S DIRE DRAWBACK, W. James Popham
CHAPTER 29 DIAGNOSING SCHOOL DECLINE, Daniel L. Duke
PRO-CON CHART 5 Should the person who helps teachers to improve instruction also evaluate their performance?
CASE STUDY 5 A principal works for inclusion
PART SIX: CURRICULUM AND POLICY
CHAPTER 30 EDUCATIONAL DEMOGRAPHICS: WHAT TEACHERS SHOULD KNOW, Harold Hodgkinson
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 THE PERENNIAL REFORM: FIXING SCHOOL TIME, Larry Cuban
CHAPTER 35 POVERTY, GLOBAL INEQUALITY, AND INSTABILITY, Allan C. Ornstein and Jason Ornstein
PRO-CON CHART 6 Should parent voice 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 :
Edward Frank Pajak is a professor in the School of Education at Johns Hopkins University. He has published more than 50 articles in professional journals as well as six books including Contemporary Issues in Curriculum (Pearson, 2007) and Supervising Instruction: Differentiating for Teacher Success (Christopher-Gordon, 2008). His recent scholarly interest involves the application of psychoanalytic concepts toward better understanding teaching, schools, culture, and education reform.
