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ERIC Number: ED493652
Record Type: Non-Journal
Publication Date: 2005-Mar
Pages: 384
Abstractor: ERIC
Reference Count: 0
ISBN: ISBN-0-4714-5975-5
ISSN: N/A
Contemporary Curriculum: In Thought and Action. 6th Edition
McNeil, John D.
Jossey-Bass, An Imprint of Wiley
This book offers a broad, comprehensive introduction to curriculum theory and practice. The sixth edition highlights major philosophies and principles while also examining the conflicting conceptions of curriculum. Readers will find a balanced analysis of humanistic, social reconstructionist, technological, and academic perspectives. This will help future educators gain a better understanding of practices, issues, and possible achievements in the curriculum. Following a preface, this book is divided into five parts and 14 chapters. Part I, Conceptions of Curriculum, presents the initial chapters of the book: (1) The Humanistic Curriculum; (2) The Social Reconstructionist Curriculum; (3) The Systemic Curriculum; and(4) The Academic Curriculum. Part II, Curriculum Development, continues with the next chapters: (5) Deciding What Should Be Taught; (6) Developing and Selecting Learning Opportunities; and (7) Organizing Learning Opportunities. Part III, Curriculum Management, includes: (8) Managing Curriculum; (9) Evaluating the Curriculum; and (10) The Politics of Curriculum Making. Part IV, Issues and Trends, presents chapters: (11) Current Issues Demanding Responses; and (12) Directions in the Subject Fields. Part V, Curriculum Inquiry: Retrospect and Prospect, concludes the book with the remaining chapters: (13) A Historical Perspective of Curriculum Making; and (14) The Promise of Theory and Inquiry in Curriculum. Also included are: (1) Name Index; and (2) Subject Index.
Jossey-Bass, An Imprint of Wiley. 10475 Crosspoint Blvd, Indianapolis, IN 46256. Tel: 877-762-2974; Fax: 800-597-3299; e-mail: consumers@wiley.com; Web site: http://www.josseybass.com
Publication Type: Books; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A