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Detailed Contents
Preface
PART I FOUNDATIONS OF CURRICULUM
Chapter 1 The Nature of Curriculum
The Concept of Curriculum
The Types of Curricula
The Recommended Curriculum
The Written Curriculum
The Supported Curriculum
The Taught Curriculum
The Tested Curriculum
The Learned Curriculum
Components of the Curriculum
Curricular Policies
Curricular Goals
Fields of Study
Programs of Study
Courses of Study
Units of Study
Lessons
The Mastery, the Organic, and the Enrichment Curricula
The Hidden Curriculum
The Constants of the Hidden Curriculum
The Variables of the Hidden Curriculum
Summary
Applications
Case Study: Bridging the Gap Between Theory and Practice
The Challenge
Key Issues or Questions
Webliography
References
Chapter 2 Curriculum History: The Perspective of the Past
Academic Scientism (1890–1916)
The Predominant Trends
The Exemplary Leaders
Progressive Functionalism (1917–1940)
The Predominant Trends
The Exemplary Leaders
Developmental Conformism (1941–1956)
The Predominant Trends
The Exemplary Leaders
Scholarly Structuralism (1957–1967)
The Predominant Trends
The Exemplary Leaders
Romantic Radicalism (1968–1974)
The Predominant Trends
The Exemplary Leaders
Privatistic Conservatism (1975–1989)
The Predominant Trends
The Exemplary Leaders
Technological Constructionism (1990–1999)
The Predominant Trends
The Exemplary Leaders
Modern Conservatism (2000–2009)
The Predominant Trends
The Exemplary Leaders
Technological Functionalism (2010–Present)
The Predominant Trends
The Exemplary Leaders
A Century Plus of Curriculum Trends in Retrospect
Summary
Applications
Case Study: Curriculum Approaches Can Challenge Administrators
The Challenge
Key Issues or Questions
Webliography
References
Chapter 3 Curriculum Theory
The Nature and Function of Curriculum Theory
Curriculum as Praxis
Linear Thinkers
Holistic Teachers
Laissez-Faire Advocates
Critical Theorists
Leadership in Curriculum Theory
Classifying Curriculum Theories
Structure-Oriented Theories
Value-Oriented Theories
Content-Oriented Theories
Process-Oriented Theories
A System for Examining Curricular Processes
Alternative Curriculum Approaches
Curriculum as Transmission of Information
Curriculum as End Product
Curriculum as Process
Curriculum as Praxis or Awareness
Organizational Leadership Models
Burke–Litwin Model
Research Theory Into Practical Application
Melding Theory and Research Into Best Practice
On-the-Ground Connections
New and Aspiring Teacher–Leaders as Partners
Changing Curriculum: Theory Into Practice
Complex Issues Involving Accountability
Socioeconomic Challenges, Tolerance, and Cultural Capital
Technology as a Catalyst of Change
The Theoretical School of the Future
Summary
Applications
Case Study: Integrating Curriculum Theory
The Challenge
Key Issues or Questions
Webliography
References
Chapter 4 The Politics of Curriculum
Myths About U.S. Schools
Political, Cultural, and Socioeconomic Realities
An Overview of the Curriculum Influence Process
The Role of the Federal Government
Scholarly Structuralism (1957–1967)
Romantic Radicalism (1968–1974)
Privatistic Conservatism (1975–1989)
Technological Constructionism (1990–1999)
Modern Conservatism (2000–2009)
Technological Functionalism (2010–Present)
Common Core State Standards
Every Student Succeeds Act (ESSA)
State Role in Curriculum
Education Is Becoming a State Function
The Role of Professional Organizations
National Accreditation and Teacher Preparation
Guiding Preservice Teachers
Increasing Role of the Courts and Congress
Local Education
A Principal’s Political View of Schools
The Classroom Teacher
Internal Pressures
External Pressures
Technology and Elements of Change
Summary
Applications
Perceptions Regarding Curriculum Influence in Your State
Case Study: Building a Political Firewall
The Challenge
Key Issues or Questions
Webliography
References
PART II CURRICULUM PROCESSES
Chapter 5 Curriculum Planning
Goal-Based Model of Curriculum Planning
Locus of Planning Decisions
Organizational Structures
District Curriculum Advisory Council
Local School Advisory Council
Curriculum Task Forces
Community Participation–Cultural Awareness
Identification and Allocation of Leadership
Importance of Integrity
Alignment of Educational Goals
Formulating a Curriculum Database
Planning a Calendar
Conducting a Needs Assessment
Organization and Evaluation of Resources
Teacher-Powered Professional Learning
Creating Teacher-Led Professional-Learning Strategies
The Rule of Three Early-Out Time for Students
Send Pairs of Individuals to Workshops and Seminars
Substitute Rotation
Free Consulting Services
Schedule Adjustment
College and University Preservice Programs
School, University, or College Partnerships
Curriculum and Technology Cooperatives
Community Resources
Management Planning Matrix
Global Connections: Research and Practice
Summary
Applications
Case Study: Involving Community and Teacher-Leaders
The Challenge
Key Issues or Questions
Webliography
References
Chapter 6 Improving the Program of Studies
Reconceptualizing Programs of Study
Interdisciplinary Courses
Restructured Programs of Study
Improving the Program of Studies
Improving Low-Performing Schools
Using Pacing Guides
Closing the Achievement Gap
Developing Dynamic Knowledge
Developing Learner Interaction and Curriculum Integration
Operationalizing Change and Reform
Developing Balanced Assessments
Using Standards and Outcome Statements
Aligning District Goals and the Curriculum
Correlating Curricula
Analyzing Resources Allocated to Curricula
Importance of Data Analysis in Assessment
Assessing Learner and Cultural Needs
Improving the Program of Studies
Assessing Constituent Satisfaction
Global Connections
Finland’s Model
Summary
Applications
Case Study: Data Before Concepts
The Challenge
Key Issues or Questions
Webliography
References
Chapter 7 Improving a Field of Study
Reconceptualizing Fields of Study
Diagnostic–Prescriptive Models
Elective Models
Role of Collaborative Leadership
Improving the Field of Study
Rationale for a Teacher-Centered Process
Student-Centered Process
Prepare to Teach Culturally Diverse Classrooms
Establish Educational Project Parameters
Orient for Mastery
Mapping the Desired Curriculum
Refine the Map
Developing and Selecting Curriculum Materials
Suggest Time Allocations
Ensuring Curriculum Change
Summary
Applications
Case Study: Providing Diverse Teaching Strategies
The Challenge
Key Issues or Questions
Webliography
References
Chapter 8 Processes for Developing New Courses and Units
The Technological Process of Curriculum Planning
Determine Course Parameters
Assess the Needs of the Learners
Identify Course Objectives
Sequence and Cluster Course Objectives
Identify Learning Activities
Select Instructional Materials
Identify Assessment Methods
Develop the Curriculum Guide
The Technological Model Summarized
The Naturalistic Process of Curriculum Planning
Assess Alternatives: Academic, Cultural, and Social
Stake Out the Territory
Develop a Constituency
Build the Knowledge Base
Plan Quality Learning Experiences
Develop the Course Examination
Develop the Learning Scenarios
The Naturalistic Model Summarized
The Inverse Design Process of Curriculum Planning
Preparing Schools for New Beginnings With Technology
A Three-Dimensional Assessment Matrix
Global Connections: Dual Systems in Korea
Summary
Applications
Case Study: When Trivial Becomes Tragic
The Challenge
Key Issues and Questions
Webliography
References
Chapter 9 Supervising the Curriculum: Teachers and Materials
Supervising the Taught Curriculum: Current Approaches
Hunter’s “Essential Elements”
Farrell’s “Backwards Model”
Glickman, Gordon, and Ross-Gordon’s “Developmental Supervision”
Costa and Garmston’s “Cognitive Coaching”
Elements of Supervision
Understanding Change
Differentiated Professional Development
Professional Learning
Informal (Walk-Throughs) Observations
Instructional Rounds: The Art and Science of Teaching
What Teachers Can Learn
Revitalization
Rating
Individual Development
Maslow’s Theory of Human Needs
The Interrelationship of Processes
Supervising the Supported Curriculum
Determine How Teachers Will Allocate Space
Board Policy
Appoint the Textbook Adoption Committee
Prepare the Committee
Textbook Adoption Committee Involving Distance Learning
Provide the Committee with Selection Resources
Determine How Teachers Will Use the New Materials
Supporting Culturally Revelant Teaching
Supporting Teaching and Learning With Technology Supporting Digital Solutions for 21st-Century Learning
Global Connections: French Partnership
Summary
Applications
Case Study: Teacher-Leaders as Instructional Coaches
The Challenge
Key Issues or Questions
Webliography
References
Chapter 10 Curriculum Development and Implementation
Developing a Program Philosophy and Rationale Statement
Procedure
Sample: English Language Arts Program Philosophy
Sample: English Language Arts Program Rationale Statement Methods for Choosing Teacher Representation
Developing a Scope and Sequence, Program Goals, Objectives, Learning Outcomes, and Authentic Tasks
The Committee Structure
Samples: Program Scope and Sequence, Program Goal, Exit Outcomes Met, Objectives, Learning Outcomes, and Authentic Tasks
Primary Grades
Elementary Intermediate Grades
Middle Level or Junior High
High School
Global Connections: Narrowing the Achievement Gap
Leadership Truths for Curriculum Leaders
Summary Applications
Case Study: Building Consensus by Committee
The Challenge
Key Issues or Questions
Webliography
References
Notes
Chapter 11 Aligning the Curriculum
A Rationale for Curriculum Alignment
Philosophy Statement
Role of the Principal
Aligning Curriculum With State Standards
Role of Common Core State Standards
Assessment and State Standards
Curriculum Design
Goal-Based Design
Unit and Lesson Design
Designing Preassessments
Organizing the Alignment Project
Organizational Strategies
Identifying Mastery Objectives
Developing Curriculum-Based Assessments
Focusing on Culture and Social Diversity
Correlating the Mastery List and Instructional Materials
Developing Instructional Planning Aids
Making a Yearly Planning Matrix
Developing a Management Planning Matrix
Creating a Unit-Planning Guide
Utilizing Research for Curriculum Alignment
Using Data-Driven Programs
Monitoring and Evaluating Curriculum Alignment
Summary Applications
Case Study: Making Adjustments Via Alignment
The Challenge
Key Issues or Questions
Webliography
References
Chapter 12 Curriculum and Teacher Evaluation
The Goals of Curriculum and Teacher Evaluation
Evaluation Models
Tyler’s Objectives-Centered Model
Stufflebeam’s Context, Input, Process, Product Model
Scriven’s Goal-Free Model
Stake’s Responsive Model
Eisner’s Connoisseurship Model
Bradley’s Effectiveness Model
Developing an Eclectic Approach
Evaluating a Field of Study
Preparing for the Evaluation
Assessing the Context
Identifying the Evaluation Issues
Developing the Evaluation Design
Measuring Effectiveness Versus Developing Teachers
Leadership and Evaluation
Role of the Principal in Evaluation
The Principal and Evaluation Design
Understanding Effective Teaching
Measuring for Success
Bridging Cultural Knowledge
Assessing Teaching and Learning
Focusing on Student Performance
Value-Added Models
Evaluation Program Guidelines
Evaluation Checklist
Evaluation Strategies for Success
Setting Goals and Indicators
Identifying Target Populations
Educational Research Centers
Implementing the Evaluation Design
Technology and Evaluation: The Final Piece of the Puzzle
Connectivity
Integrated System Assessments
Technology and Student Achievement
Digital-Age Learning
Digital-Age Teaching
Digital-Age Leadership
Data Collection
Technology Plan Assessment
Professional Learning and Evaluation
Classroom Technology Environment
Equity Issues
Global Connections: Evaluation and Accountability
Summary Applications
Case Study: Teaching to the Test
The Challenge
Key Issues or Questions
Webliography
References
PART IV CURRENT TRENDS IN THE CURRICULUM
Chapter 13 Current Developments in the Subject Fields
Developments in English Language Arts, Reading, and Writing
English Language Arts
Trends in English Language Arts
English Language Arts Common Core State Standards Literacy Checklist
Critical Literacy
Realities in Reading
Trends in Reading
Recommendations for Curriculum Leaders
Expanding a Culture of Writing
Writing to Learn
Trends in Writing Across the Curriculum
Dual Immersion Programs in English Language Arts
History–Social Studies
Revised National Curriculum Standards for Social Studies
Trends in History–Social Studies
Mathematics
Trends in Mathematics
Key Strategies
The Equity Principle
Science
Trends in Science
Foreign Language
Trends in Foreign Language Education
Education in the Arts
Trends in Art Education
What Students Should Know and Be Able to Do in the Arts
Physical Education and Health
Trends in Physical Education
A New Vision for Physical Education
Multicultural Education
Technology and Exponential Change
Summary
Applications
Case Study: What Is Taught Versus What Should Be Taught
The Challenge
Key Issues or Questions
Webliography
References
Chapter 14 Current Developments Across the Curriculum
Thinking Skills
Effective Schools Process
Improving Listening Skills
Improving Speaking Skills
English Language Learner Education
Leadership for Socially Diverse Groups
Accommodating Diversity
Innovation and 21st-Century Learning
Technology and Pedagogy
Redefining the Culture of School
Technology Linked to Student Achievement
Impact of Technological Advances
Professional Learning and Technology
Setting Priorities
Global Connections: Canada’s Shifting Minds Model
Strategies for Success
Successful School Technology Strategies
Summary
Applications
Case Study: Developing and Sharing Strategies
The Challenge
Key Issues or Questions
Webliography
References
Chapter 15 Individualizing the Curriculum
Differentiated Instruction
Types of Individualized Instruction
Elective Courses
Curriculum Tracking
Minicourses
Open Classrooms
Self-Paced Instruction
Personalized Learning
National Association of Early Childhood Specialists in State Departments of Education
Adaptive Learning Environments Model
Learning Styles Models
Cooperative Learning Models
Mastery Learning Models
Enhancing Teaching and Learning
Special Needs: Accommodations and Modifications
Section 504
Cross-Cultural Comparisons in Special Education
Adaptive Programs for the Gifted
Parallel Curriculum for the Gifted
Compacting
Discovery Method
Special Pace: Acceleration
Special Curricula
PreK and Early Childhood
Value-Added Early Learning
Early Intervention Programs
Reading Test
Spelling Test
Reading Recovery
Response to Intervention
Social and Economic Considerations
Focusing on Social Media and Ethical Issues
Social Ramifications of Cyberbullying
Digital Citizens
Nine Themes of Digital Citizenship
Global Connections: Third Culture Kids
Applications
Case Study: Response to Intervention Issues
The Challenge
Key Issues or Questions
Webliography
References
Glossary
Index
About the Authors
Preface
Curriculum Leadership: Strategies for Development and Implementation (5th edition) is intended for those presently functioning as curriculum leaders and those preparing for such roles. Its central intent is to provide such readers with the knowledge and the skills needed to exercise leadership in curriculum at several levels and in many roles.
To that end, it begins by exploring the foundations of the field in the first part—Foundations of Curriculum—so that decisions are made from a broad perspective and with deep knowledge. The first chapter establishes the central concepts used throughout the work, explaining the general concept of curriculum and explicating its essential elements; the goal of this chapter is to provide the reader with a set of conceptual tools. The second chapter reviews the past 100-plus years of curriculum history so that decision makers can see the problems and solutions of the present from an informed historical perspective. The third chapter surveys the several types of curriculum theory, since good theory provides deeper insight about the complex relationships involved in all curriculum work. The final chapter of the “foundations” section examines the politics of curriculum work—the way that power and influence affect curriculum decision making at the federal, state, and local levels.
The second part, Curriculum Processes, turns to procedures. The general goal of this section is to help the reader acquire skills needed to bring about major curriculum change. The section begins with an overview of curriculumplanning process. Then, separate chapters deal with the more specific processes involved in improving and developing the three levels of curricula—programs of study, fields of study, and courses and units of study.
The third part of the book, Curriculum Management, is concerned with the management of curriculum. If curricula are to be truly effective, they must be managed well. Chapter 9 suggests specific ways in which the leader can supervise both instructional processes and the selection and use of materials—the “supported” and the “taught” curriculum—to use the constructs employed in this work. Chapter 10 presents a how-to in developing and implementing a districtwide curriculum for the subject areas. Chapter 11 provides a rationale for and explains the processes used in aligning the curriculum—ensuring that the written, the taught, the tested, and the learned curricula are brought into closer alignment. Chapter 12, Curriculum and Teacher Evaluation, reviews several models for evaluating the curriculum and makes specific suggestions for developing and implementing a comprehensive evaluation form.
The book closes with Part IV on curricular trends—Current Trends in the Curriculum. Chapter 13 examines trends in the subject fields, and Chapter 14 looks at trends across the curriculum, including the use of technology. The book ends with an examination of current approaches to individualize instruction and to adapt the curriculum for learners with special needs.