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Curriculum: Foundations, Principles, and Issues, 5/E
Allan C. Ornstein, St. John's University
Francis P. Hunkins, Emeritus, University of Washington, Seattle

ISBN-10: 0205592570
ISBN-13: 9780205592579

Publisher: Allyn & Bacon
Copyright: 2009
Format: Cloth; 360 pp
Published: 08/04/2008

Suggested retail price: $130.60
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A thorough exploration of the historical, philosophical, psychological, and social context for the field of curriculum, Curriculum: Foundations, Principles, and Issues addresses 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.  Updated to include the most current thinking in curriculum, the text engages the reader in its discussion of both technical and non-technical models of curriculum development. Ornstein and Hunkins discuss these models, not to urge acceptance of a narrow view of curriculum, but to allow students to comprehend the assumptions behind these models and to learn how they might utilize these models in a changing and emerging curriculum environment.

  • “Curriculum Tips” give practical meaning to the research and insights into the curriculum process.
  • “Focusing Questions" orient the reader and set the stage for the main ideas in the chapter.
  • “Overview Tables” provide summaries of the major concepts and principles conveyed in the chapter.

 
  • Making an even greater connection between curriculum theory and practice the authors have integrated key content from the Curriculum Theory chapter, previously found in Part I, into Part II chapters on the curriculum process were appropriate.
  • New chapter organization in Part II: Principles of Curriculum now steps readers through the curriculum process from start to finish -- Curriculum Design first, followed by Curriculum Development, Curriculum Implementation, and finally Curriculum Evaluation. 
  • Preparing readers for today's standards-based curriculum environment the Aims, Goals, and Objectives chapter found in the previous edition has been integrated in the Curriculum Development chapter (Ch.7) in this edition.
  • The authors have carefully revised each page for clarity  and streamlined content for an optimal learning experience.

Curriculum Tips

Preface

1. 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

I. FOUNDATIONS OF CURRICULUM

2. 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

 

3. 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

- Monitorial Schools

- Common Schools

- Secondary Schools

- The Academy

- The High School

 

The Transitional Period: 1893-1918

- Reaffirming the Traditional Curriculum

- Three Committees

- Marris and Eliot: Two Conservative Reformers

 

Curriculum as a Field Is Born: 1918-1949

- Bobbitt and Charters: Behaviorism and Scientific Principles

- Kilpatrick: The Progressive Influence

- The Twenty-Sixth Yearbook

- Rugg and Caswell: The Development Period

- Tyler: Basic Principles

- Goodlad: School Reform

- Current Focus

 

Conclusion

 

4. Psychological Foundations of Curriculum

 

Behaviorism

- Connectionism

- Thornedike’s Influence: Tyler, Taba, and Bruner

- Classical Conditioning

- Operant Conditioning

- Acquiring New Operants

 

Cognitive Psychology

- Cognitive Perspective

- The Montessouri Method

- The Theories of Jean Piaget

- Piaget’s Influence: Tyler, Taba, Bruner, and Kohlberg

- The Theories of Lev Vygotsky

- Focus on Thinking and Learning

 

Emotional Intelligence

- Constructivism

- Brain Research and Learning

- Problem Solving and Creative Learning

- Cognition and Curriculum

 

Phenomenology and Humanistic Psychology

- Gestalt Theory

- Maslow: Self-Actualizing Persons

- Rogers: Nondirective and Therapeutic Learning

- Phenomenology and Curriculum

 

Conclusion

 

5. Social Foundations of Curriculum

 

Society, Education, and Schooling

- Society and American Modal Personality

- Social and Developmental Theories

 

Post Modern Family

- New Family Types

- New Mores, New Customs

 

Sex Roles and Sex Differences

- The Feminization of Schools

- From Dick and Jane to Harry Potter

 

Moral Education

- Moral Conduct and Controversy

- Moral Knowledge

- Moral Character

 

Do Schools Make a Difference?

- The Coleman Report

- The Jencks Study

- Unaccounted Factors: Luck

- International Educational Achievement (IEA) Studies

 

Learning and earning: 1980s and 1990s

- Attitude, Achievement, and Family Capital

- NAEP/State Standards

- Another Option

 

Conclusion

II. PRINCIPLES OF CURRICULUM

6. Curriculum Design

 

Connecting Conceptions

 

Components of Design

- Sources of Curriculum Design

- Conceptual Framework: Horizontal and Vertical organization

 

Design Dimension Considerations

- Scope

- Sequence

- Continuity

 

Integration

- Articulation

- Balance

 

Representative Curriculum Deigns

- Subject-Centered Designs

- Learner-Centered Designs

- Problem-Centered Designs

 

Conclusion

 

7. Curriculum Development

 

Technical-Scientific Approach

- History of Technical-Scientific Approach

 

Nontechnical-Nonscientific Approach

- The Deliberation Model

 

Enacting Curriculum Development

- Establishing Curriculum Teams

- Enacting the Process

-- Generating Aims

-- Creating Goals

-- Creating Objectives

-- Means of Generating Aims, Goals, and Objectives

-- Guidelines for Formulating Educatinal Objectives

 

Taxonomic Levels

- A Totalizing Taxonomy

- Selecting Curriculum Content

- Selecting Curriculum Experiences

- Selecting Educational Environments

- The Final Synthesis

 

Participants in Developing Curriculum

- Political Arena Participants

- School Arena Participants

- Participants Outside the School District

- Other Participants

 

Conclusion

 

8. Curriculum Implementation

 

The Nature of Implementation

-Relationship of Implementation to Planning

- Incrementalism

- Communication

- Support

 

Implementation as a Change Process

- A Theory of Change

- Change Typologies

- Resistance to Change

- Improving Receptivity to Change

 

Curriculum Implementation Models

- Overcoming Resistance to Change Model

- Organizational Development Model

- Concerns-Based Adoption Model

- Organizational Parts, Units, and Loops

- Educational Change Model

 

Roles of the Key Players

- Students

- Teachers and Initiators

- Supervisors

- Principals as Initiators

- Curriculum Directors

- Curriculum Consultants

- Parents and Community Members

 

Conclusion

 

9. Curriculum Evaluation

 

The Nature and Purpose of Evaluation

- Curriculum

- Cognition

- Observation

- Interpretation

- Evaluation Questions

- Definitions of Evaluation

- Measurement versus Evaluation

 

Approaches to Evaluation

- Scientific and Humanistic Approaches to Evaluation

- Intrinsic and Pay-Off Evaluation

- Formative and Summative Evaluation

 

Scientific-Positivistic Evaluation Models

- Stake’s Congruence-Contingency Model

- Stufflebeam’s Context, Input, Process, Product Model

 

Humanistic and Naturalistic Evaluation Models

- Action Research

- Eisner’s Connoisseurship Evaluation Model

- Illuminative Evaluation Model

 

Practices and Issues of Evaluation

- Phases of Evaluation

- Alternative Assessment

- High-Stakes Assessment

- Norm-Referenced and Criterion-Referenced Measurement

- Human Issues of Evaluation

 

Roles Played in Evaluation

- Students

- Teachers

- Evaluators

- Consultants

- Parents and Community Members

 

Conclusion

 

III. Issues of Curriculum

 

10. Curriculum Issues and Trends

 

Reinventing Education

- Thinking Outside the Box

- Reinventing School Culture

- Charter Schools, Contract Schools

- The Push for an Enlightened World Cultures Curriculum

 

The Politics of Sociology of Education

- The Push for the Narrow, Bland Curriculum

- Multicultural Education

- Pedagogy as Political Process

 

Moral and Spiritual Education

 

Standards and Testing

- The Politicization of Standards and Assessment

 

Technology, Media, and Curriculum

- Media Control of Information

 

Looking Forward

- Determining. Anticipating, Generating Evolving Futures

- Swimming Against the Current

- Swimming With the Current

- Nurturing, Managing, Evolving Futures

- Citizen, Educator Participation in Dynamic Evolving Futures

- Generating Breakthroughs

 

Conclusion

 

NAME INDEX

SUBJECT INDEX

Curriculum: Foundations, Principles, and Issues, continues the tradition of this popular book by providing comprehensive treatment of the curriculum field: foundations as well as the principles and procedures for conceptualizing, developing, implementing, and evaluating curriculum. Edited for a more concise presentation of material, it retains its solid coverage of the philosophical, historical, psychological, and social foundations of curriculum. The Fifth Edition has also been updated to include the most current research and thinking in curriculum including discussion of both technical and non-technical models of curriculum development and how these models might be utilized in a changing and emerging curriculum environment.

 

NEW TO THIS EDITION:

  • Updated to include the most current research and thinking in curriculum.
  • Explore the connections between curriculum theory and practice through integration ofkey curriculum theories.  Previously found in the Curriculum Theory chapter, this material is now included throughout  the chapters in Part II.
  • Step through the curriculum process from start to finish in a new chapter organization located in Part II, Principles of Curriculum:  Curriculum Design first, followed by Curriculum Development, then Curriculum Implementation, and finally Curriculum Evaluation. 
  • Prepare for today's standards-based curriculum environment in the Curriculum Development chapter (Ch.7), which integrates the Aims, Goals, and Objectiveschapter found in the previous edition.  
  • The authors have carefully revised each page for clarity and streamlined content for an optimal learning experience.

FEATURES FOR SUCCESS:

  • Curriculum Tips give practical meaning to the research and insights into the curriculum process.
  • Focusing Questions set the stage for the main ideas in the chapter.
  • Overview Tables provide summaries of major concepts and principles.

View a Sample Chapter PDF:

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  • 0132074117Curriculum: Foundations, Principles, and Issues, CourseSmart eTextbook, 5/E
    Ornstein & Hunkins
    © 2009 | Allyn & Bacon | Electronic Book; 360 pages | Instock
    ISBN-10: 0132074117 | ISBN-13: 9780132074117
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