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Author: Ralph W. Tyler
Publisher: University of Chicago Press
ISBN: 022608664X
Category : Education
Languages : en
Pages : 141
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Book Description
The acclaimed classic shows educators how to set classroom objectives, select learning experiences, organize instruction, and evaluate progress. In 1949, a small book had a big impact on education. In just over one hundred pages, Ralph W. Tyler presented the concept that curriculum should be dynamic, a program under constant evaluation and revision. Curriculum had always been thought of as a static, set program, and in an era preoccupied with student testing, he offered the innovative idea that teachers and administrators should spend as much time evaluating their plans as they do assessing their students. Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned. This emphasis on thoughtful evaluation has kept Basic Principles of Curriculum and Instruction a relevant, trusted companion for over sixty years. And with school districts across the nation working feverishly to align their curriculum with Common Core standards, Tyler’s straightforward recommendations are sound and effective tools for educators working to create a curriculum that integrates national objectives with their students’ needs. Praise for Basic Principles of Curriculum and Instruction “Tyler addresses the essential purposes of teaching in a way that still has relevance for contemporary students of education, and communicates to them how important and timeless the quality of the pupil-teacher interaction actually is.” —Times Higher Education (UK)
Author: Ralph W. Tyler
Publisher: University of Chicago Press
ISBN: 022608664X
Category : Education
Languages : en
Pages : 141
Get Book Here
Book Description
The acclaimed classic shows educators how to set classroom objectives, select learning experiences, organize instruction, and evaluate progress. In 1949, a small book had a big impact on education. In just over one hundred pages, Ralph W. Tyler presented the concept that curriculum should be dynamic, a program under constant evaluation and revision. Curriculum had always been thought of as a static, set program, and in an era preoccupied with student testing, he offered the innovative idea that teachers and administrators should spend as much time evaluating their plans as they do assessing their students. Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned. This emphasis on thoughtful evaluation has kept Basic Principles of Curriculum and Instruction a relevant, trusted companion for over sixty years. And with school districts across the nation working feverishly to align their curriculum with Common Core standards, Tyler’s straightforward recommendations are sound and effective tools for educators working to create a curriculum that integrates national objectives with their students’ needs. Praise for Basic Principles of Curriculum and Instruction “Tyler addresses the essential purposes of teaching in a way that still has relevance for contemporary students of education, and communicates to them how important and timeless the quality of the pupil-teacher interaction actually is.” —Times Higher Education (UK)
Author: Fenwick W. English
Publisher: Alexandria, Va. : Association for Supervision and Curriculum Development
ISBN:
Category : Education
Languages : en
Pages : 196
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Book Description
This yearbook provides a readable, usable, and practical summary of the most commonly applied elements of curriculum development on the contemporary educational scene. Separate chapters discuss: (1) "Contemporary Curriculum Circumstances" (Fenwick W. English); (2) "Curriculum Thinking" (George A. Beauchamp); (3) "Curriculum Content" ( B. Othanel Smith); (4) "Goals and Objectives" (Ronald S. Brandt and Ralph W. Tyler); (5) "Needs Assessment" (Roger A. Kaufman); (6) "Curriculum Planning" (Arthur W. Steller); (7) "Curriculum Design" (George A. Beauchamp); (8) "Curriculum Politics" (Glenys G. Unruh); (9) "Selecting Learning Activities" (Doris T. Gow and Tommye W. Casey); (10) "Curriculum Implementation" (Susan F. Loucks and Ann Lieberman); (11) "Curriculum Research and Evaluation" (Frederick A. Rodgers); and (12) "Curriculum as a Field of Practice" (Elizabeth Vallance). (CJ)
Author: Decker F. Walker
Publisher: Routledge
ISBN: 1135661162
Category : Education
Languages : en
Pages : 499
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Book Description
Graduate students and teachers of introductory graduate courses in curriculum have many textbooks to choose from. What is special about Fundamentals of Curriculum: Passion and Professionalism, Second Edition? Content and approach: Clear, focused, and tightly structured, this text provides essential information and resources education professionals need to effectively deal with the urgent and important curriculum problems they face in schools today. Part I ("Perspectives") looks at curriculum from five fundamental perspectives: curriculum work, traditions of curriculum practice, curriculum theories, curriculum reforms, and curriculum studies. Part II ("Practice") applies these perspectives to important curriculum challenges that arise when people try to improve curriculums in schools and classrooms. Chapter features: Each chapter opens with a thought-provoking quotation and a set of guiding questions, and ends with "Questions and Projects" and "Further Studies" essays that recommend readings, Web resources, and other ways to study more about the topic. Distinctive qualities: Comprehensive. Readers are acquainted with the major schools of thought, value systems, lines of activity, and forms of inquiry in the field. Rigorous. The most rigorous research and scholarship on curriculum questions is cited and described; research and scholarship are used to ground discussions of curriculum questions; readers are introduced to the considerations involved in doing rigorous studies of curriculum questions. Practical. First, the focus is on curriculum practice. Theory, research, and other important facets of curriculum studies are presented as vitally important to practice, but the primary subject is what teachers and others do that students experience. Second, the text is practical in a more philosophical sense, taking the fundamental questions of curriculum studies to be practical questions and the primary task of curriculum inquiry to be informing decisions about what to do. Professional. Curriculum matters are approached professionally both in the sense that the text is designed to prepare readers for professional roles doing curriculum work, and also in the moral and ethical sense that attention is paid throughout the book to the responsibility of curriculum professionals in the public schools to serve the public interest. New in the Second Edition: The essential message and basic structure of the first edition is preserved, but the text has been significantly reworked to be: *leaner and simpler--the number of chapters is reduced from 13 to nine and the number of pages reduced almost as much; *more tightly focused on the ideas, arguments, and examples that are essential learning for anyone entering the study of curriculum--chapters less central to the primary concerns of curriculum professionals and scholars have been cut; *throughly updated and strengthened as an introduction to research and scholarship in curriculum studies--many new excellent studies have been integrated, and examples, references, and recommended readings included; and *more direct--the practical, professional message that is the book's main message is more clearly articulated.
Author: M. Frances Klein
Publisher: SUNY Press
ISBN: 9780791404874
Category : Education
Languages : en
Pages : 254
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Book Description
Recent proposals for school reform have involved a significant shift in how curriculum decisions are made, particularly at the state level. In response to these proposals, actions taken by educators have underscored the critical nature of the issue regarding who makes curriculum decisions. This book examines the issues involved in how this pivotal concern has been addressed in the past and how it is being handled now. Each chapter contributes to a more complete understanding of the complexities involved in the recent trend toward the centralization of curriculum decision-making. The book will assist both researchers and practitioners in better understanding the issues involved as well as the impact of the movement.
Author: Janet A. Hale
Publisher: Corwin Press
ISBN: 1452294410
Category : Education
Languages : en
Pages : 329
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Book Description
"With imagination and serious reflection, the author has generated a detailed resource with exercises, worksheets, staff development activities, and sample maps to assist any staff developer or curriculum designer. This book particularly connects to those who are at the beginning levels of their mapping journey." —From the Foreword by Heidi Hayes Jacobs A step-by-step guide to successful curriculum mapping initiatives! While curriculum mapping is recognized as a highly effective method for serving students′ ongoing instructional needs and creating systemic change, the means for putting this data-based decision-making process into practice may not always be clearly understood. This in-depth resource speaks to teachers and administrators with varying levels of curriculum-mapping experience and describes how teacher groups drive the process by engaging in collaborative inquiry as they review one another′s curriculums for gaps, redundancies, and new learning. The collected data assist in designing month-to-month instructional plans for all grade levels and subjects, resulting in a curriculum that is coherent, consistent, and aligned with standards. Drawing on her experience in working with thousands of educators across the country, Janet A. Hale offers specific steps for coordinating and sustaining strong mapping efforts that become embedded in school culture. The author explores the stages of contemplating, planning, and implementing a curriculum mapping initiative and helps the reader examine critical components that affect a learning organization′s progress through each phase. The book presents powerful tools and features that significantly enhance curriculum mapping efforts: Samples of four types of curriculum maps—Diary, Projected, Consensus, and Essential Guidelines for deciding what type of map to use to begin the process Assistance for selecting a Web-based mapping system Reflective questions at the end of each chapter A complete glossary of terms A Guide to Curriculum Mapping includes extended coverage of the challenges of curriculum mapping, offers encouragement and advice from educators who have successfully implemented a mapping initiative, and provides the necessary clarity to put curriculum mapping into action.
Author: Ronald C. Doll
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 584
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Book Description
The Ninth Edition ofCurriculum Improvement is comprehensive, unique, practical, and thought-provoking. Despite the problems it cites, the book offers a message of hope- that schools can help to solve society's problems by impressing upon children and youth that they can achieve and succeed if they act in doing what they know to be right and productive.
Author: Douglas Fisher
Publisher: Corwin
ISBN: 1544385781
Category : Education
Languages : en
Pages : 217
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Book Description
What makes a powerful and results-driven Professional Learning Community (PLC)? The answer is collaborative work that expands the emphasis on student learning and leverages individual teacher efficacy into collective teacher efficacy. PLC+: Better Decisions and Greater Impact by Design calls for strong and effective PLCs plus—and that plus is YOU. Until now, the PLC movement has been focused almost exclusively on students and what they were or were not learning. But keeping student learning at the forefront requires that we also recognize the vital role that you play in the equation of teaching and learning. This means that PLCs must take on two additional challenges: maximizing your individual expertise, while harnessing the power of the collaborative expertise you can develop with your peers. PLC+ is grounded in four cross-cutting themes—a focus on equity of access and opportunity, high expectations for all students, a commitment to building individual self-efficacy and the collective efficacy of the professional learning community and effective team activation and facilitation to move from discussion to action. The PLC+ framework supports educators in considering five essential questions as they work together to improve student learning: Where are we going? Where are we now? How do we move learning forward? What did we learn today? Who benefited and who did not benefit? The PLC+ framework leads educators to question practices as well as outcomes. It broadens the focus on student learning to encompass educational equity and teaching efficacy, and, in doing so, it leads educators to plan and implement learning communities that maximize individual expertise while harnessing the power of collaborative efficacy.
Author: Grant P. Wiggins
Publisher: ASCD
ISBN: 1416600353
Category : Education
Languages : en
Pages : 383
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Book Description
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
Author: Decker F. Walker
Publisher: Teachers College Press
ISBN: 9780807744956
Category : Education
Languages : en
Pages : 146
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Book Description
The revised fourth edition provides a broad perspective on the basic curriculum questions educators face regarding the purposes, content, design, and structure of educational programs. The authors deal with fundamental contemporary issues of curriculum theory and instructional practice.
Author: Grant P. Wiggins
Publisher: ASCD
ISBN: 1416606556
Category : Education
Languages : en
Pages : 297
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Book Description
The authors of Understanding by Design share a compelling strategy for creating schools that truly fulfill the central mission of education: to help students become "thoughtful, productive, and accomplished at worthy tasks."
