An edition of Curriculum development; theory and practice (1962)

Curriculum development; theory and practice.

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Last edited by MARC Bot
July 23, 2025 | History
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An edition of Curriculum development; theory and practice (1962)

Curriculum development; theory and practice.

by

  • ★★★★★ 5.0 (1 rating)
  • 24 Want to read
  • 3 Currently reading

This book attempts to examine the theory of curriculum development, to reach into fields other than education for strengthening thinking about curriculum, and to link what has transpired with current ideas and problems. - Preface.

Publish Date
Publisher
Harcourt, Brace & World
Language
English
Pages
526

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Previews available in: English

Subjects

Curriculum planning, Education, Curricula, Curriculum, Programmes d'études, Planification, Curriculumentwicklung, Leerplanontwikkeling

People

people

Places

Addis Ababa

Times

2011
Edition Availability
Cover of: Curriculum development; theory and practice.
Curriculum development; theory and practice.
1970, Harcourt, Brace & World
in English
Cover of: Curriculum development; theory and practice.
Curriculum development; theory and practice.
1962, Harcourt, Brace & World
in English

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Book Details

Table of Contents

1. An Approach to Designing the Curriculum
Page 1
Crisis in Public Education
Page 1
Confusion in Curriculum Planning
Page 3
Needed: A Theory of Curriculum Development
Page 6
An Approach to Designing the Curriculum
Page 9
Part One. The Foundations for Curriculum Development
2. Current Conceptions of the Function of the School
Page 16
Education as Preserver and Transmitter of the Cultural Heritage
Page 18
Education as an Instrument for Transforming Culture
Page 22
Education for Individual Development
Page 28
Implications of These Concepts for Curriculum
Page 30
3. The Analysis of Society
Page 31
The Sources for Analysis of Society
Page 31
The Impact of Science and Technology
Page 34
The Implications for the Role of Education
Page 40
4. The Analysis of Culture
Page 47
The Concept of Culture
Page 48
Personality and Culture
Page 50
The Genesis of Personality
Page 52
The Concept of Cultural Change
Page 53
American Character and Values
Page 57
5. Educational Implications of the Analysis of Culture
Page 65
The School as a Countervailing Socializing Agent
Page 65
Education for Values and Feelings
Page 68
Autonomy, Individuality, and Creativity
Page 70
The Dangers of Ethnocentricity
Page 73
The Need for Translators
Page 74
6. Learning Theories as a Foundation for the Curriculum
Page 76
The Relevance of Ideas About Learning to the Curriculum
Page 76
The Main Theories of Learning
Page 79
The Influence of Learning Theories on the Curriculum
Page 83
The Science of Learning and Educational Strategy
Page 85
7. The Concept of Development
Page 88
The Interrelationship Among Areas of Development
Page 89
The Concept of Readiness and of Pacing
Page 92
The Concept of Developmental Tasks
Page 96
Implications for Curriculum Making of the Concept of Developmental Tasks
Page 97
8. Intelligence and Mental Development
Page 100
The Concept of Intelligence
Page 100
Variables Affecting the Functioning Intelligence
Page 103
The Limitations of Intelligence Tests
Page 105
The Development of Intelligence
Page 107
Curriculum Implications of the Concept of Intelligence
Page 112
9. The Transfer of Learning
Page 121
Three Main Concepts of Transfer
Page 121
Maximizing Transfer
Page 125
10. Social and Cultural Learning
Page 130
The Chief Tenets of Social Learning
Page 130
The Process of Social Learning
Page 131
The Agents of Social Learning
Page 134
Variations in Social Learning
Page 135
The Effect of Acculturation on Learning
Page 145
11. The Extension of Learning
Page 148
Human Potentiality for Learning
Page 148
Learning as Experiencing and Discovering
Page 151
The Confusion About Direct and Indirect Learning
Page 157
The Effect of Social Setting on Learning
Page 160
Group Relations in the Classroom
Page 162
The Effect of Social Climate on Learning
Page 164
Grouping as a Factor in Facilitating Learning
Page 167
12. The Nature of Knowledge
Page 172
Content and Process
Page 172
The Levels of Content and Their Functions
Page 174
Unique Contributions of School Subjects to Learning
Page 181
New Concept of Fundamentals
Page 184
The Scope of Content
Page 186
The Sequence of Learning
Page 188
Integration of Knowledge
Page 189
Part Two. The Process of Curriculum Planning
Page 194
13. The Objectives of Education
Page 196
The Functions of Educational Objectives
Principles to Guide the Formulation of Objectives
Page 199
Classification of Objectives
Page 206
14. The Types of Behavioral Objectives
Page 211
Knowledge: Facts, Ideas, Concepts
Page 211
Reflective Thinking
Page 215
Values and Attitudes
Page 220
Sensitivities and Feelings
Page 223
Skills
Page 225
Translating General Objectives into Specific Ones
Page 228
15. Diagnosis in Curriculum Development
Page 231
Diagnosis of Achievement
Page 232
Diagnosis of Students as Learners
Page 234
Diagnosis of Curriculum Problems
Page 237
16. Informal Diagnostic Devices
Page 244
An Open-Ended Classroom Interview
Page 244
Open-Ended Questions and Themes
Page 246
Unfinished Stories and Incidents
Page 247
Records of Discussion
Page 248
Records of Reading and Writing
Page 249
Observation and Recording of Performance
Page 249
Special Assignments and Exercises
Page 250
Sociometric Test
Page 252
Devices for Diagnosing the Out-of-School Environment
Page 254
A Program for Diagnosis
Page 261
17. Selection of Curriculum Experiences
Page 263
The Problems of Rational Selection
Page 263
Problems in Establishing Criteria
Page 265
Validity and Significance of Content
Page 267
Consistency with Social Realities
Page 272
Balance of Breadth and Depth
Page 276
Provision for Wide Range of Objectives
Page 278
Learnability and Adaptability to Experiences of Students
Page 282
Appropriateness to the Needs and Interests of the Students
Page 284
18. Organization of Curriculum Content and Learning
Page 290
The Problems of Organizing
Page 290
Establishing Sequence
Page 292
Providing for Cumulative Learning
Page 296
Providing for Integration
Page 298
Typical Attempts to Unify the Curriculum
Page 300
Combining the Logical and Psychological Requirements
Page 301
Determining the Focus
Page 304
Providing Variety in Modes of Learning
Page 307
19. Evaluation of the Outcomes of Curricula
Page 310
A Narrow and a Broad Definition of Evaluation
Page 311
The Function of Evaluation
Page 313
Criteria for a Program of Evaluation
Page 316
A Comprehensive Evaluation Program
Page 324
Techniques for Securing Evidence
Page 329
Interpretation of Evaluation Data
Page 331
Translation of Evaluation Data into the Curriculum
Page 336
Evaluation as a Cooperative Enterprise
Page 328
20. Development of a Teaching-Learning Unit
Page 343
The Role of a Model for a Teaching-Learning Unit
Page 343
The Methodology for Planning a Unit
Page 345
Part Three. The Design of the Curriculum
21. Current Patterns of Curriculum Organization
Page 382
Some Problems of Organization
Page 382
The Subject Organization
Page 384
The Broad Fields Curriculum
Page 393
Curriculum Based on Social Processes and Life Functions
Page 396
The Activity or Experience Curriculum
Page 400
The Core Curriculum
Page 407
22. A Conceptual Framework for Curriculum Design
Page 413
Deficiencies in the Rationale of Current Curriculum Designs
Page 414
The Functions of a Conceptual Framework for Curriculum Design
Page 420
The Elements of the Curriculum
Page 422
Relationships Among the Elements
Page 424
The Problems and Principles of Organization
Page 426
A Methodology of Curriculum Development
Page 439
Part Four. The Strategy of Curriculum Change
23. Strategy for Changing a Curriculum
Page 446
Curriculum Change in Historic Perspective
Page 446
Current Methods of Curriculum Change
Page 448
The Concept of Strategy for Curriculum Change
Page 454
A Sequence of Curriculum Development
Page 456
Integration of Production and Teacher Training
Page 460
Patterns of Work
Page 465
Levels of Involvement
Page 469
24. Working with Groups
Page 471
Composing Work Teams
Page 472
Climate for Productive Work
Page 475
Differentiation of Tasks for Groups and Individuals
Page 477
Leadership Roles
Page 478
A Case Study of Developing Leadership Roles
Page 482
Conclusion
Page 491
Bibliography
Page 494
Index
Page 515

Edition Notes

Bibliography: p. 494-514.

Published in
New York

Classifications

Dewey Decimal Class
375/.001
Library of Congress
LB1570 .T13 1970z, LB1570 .T13 1962, LB1570 .T13

The Physical Object

Pagination
xiv, 526 p.
Number of pages
526

Edition Identifiers

Open Library
OL5454925M
Internet Archive
curriculumdevelo0000taba
ISBN 10
0155167405
LCCN
73157130, 62020567
OCLC/WorldCat
176063
LibraryThing
2968567
Goodreads
2879060

Work Identifiers

Work ID
OL6724638W

Source records

amazon.com record
Library of Congress MARC record
Internet Archive item record
marc_uic MARC record
Promise Item
marc_nuls MARC record
marc_columbia MARC record
Harvard University record

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History

Download catalog record: RDF / JSON / OPDS | Wikipedia citation
July 23, 2025 Edited by MARC Bot import existing book
June 11, 2025 Edited by Drini //covers.openlibrary.org/b/id/15093387-S.jpg
June 11, 2025 Edited by Drini Add TOC from Tocky
August 10, 2024 Edited by MARC Bot import existing book
April 1, 2008 Created by an anonymous user Imported from Scriblio MARC record