Key concepts for understanding curriculum / Colin J. Marsh
- Bib ID:
- 4545546
- Format:
- Book
- Author:
- Marsh, Colin J
- Online Version:
- Table of contents only
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- Edition:
- 4th ed.
- Access Conditions:
- Electronic version available to subscribing libraries.
- Description:
-
- London : New York : Routledge, 2009
- xvii, 349 p. ; 24 cm.
- ISBN:
-
- 041546577X
- 9780415465779
- 0415465788
- 9780415465786
- Series:
- Teachers' library.
- Summary:
-
"Key Concepts for Understanding Curriculum is an invaluable guide for all involved in curriculum matters. Now fully updated, this revised and enlarged fourth edition provides not only a solid grounding in the subject but also covers the latest trends and issues affecting the field. Written in Colin J. Marsh's clear and accessible style, the book details the strengths, weaknesses and controversies around major concepts in curriculum." "Now updated with new chapters on curriculum models, school-based curriculum development, learning studies, ICT developments in assessment, the new edition includes extra detail on standards and essential learning factors that have recently been introduced in a number of countries, including the UK, USA and Australia."
"This up-to-date edition of a definitive text will be essential reading for anyone involved in curriculum planning or development. It will be especially useful to students training to be teachers, and practising teachers following professional development programmes."--BOOK JACKET.
- Full contents:
-
- Machine derived contents note: Contents
- List of tables
- List of figures
- Preface
- Part 1 ? Introduction
- 1 What is Curriculum
- Introduction
- Some definitions of Curriculum
- Who is involved in Curriculum?
- Reflections and Issues
- Web Sources
- 2 Introducing Key Concepts
- Introduction
- Searching for Key Concepts
- Categories of Concepts included in this Volume
- Generic Categories
- Alternative Perspectives
- Concluding Comments
- Reflections and Issues
- Web Sources
- Part 2-Curriculum Planning & Development
- 3 Using Curriculum Models as a ?Planning Tool?
- Introduction
- The Value of Curriculum Models
- Commentaries on Curriculum Models
- procedural models
- descriptive models
- conceptual models
- critical exploratory theorizers
- A Critical Analysis of Two Models
- Tyler?s (1949) Planning Model
- Wiggins and McTighe?s (1988) Understanding by Design Model
- Concluding Comments
- Reflections and Issues
- Web Sources
- 4 Curriculum Frameworks
- Introduction
- What is a Curriculum Framework?
- Frameworks Produced by Theorists and Educators
- Recent Approaches
- Features of Curriculum Frameworks
- Impact upon teachers
- Examples
- United Kingdom
- Australia
- Reflections and Issues
- Web Sources
- 5 Objectives, Learning Outcomes and Standards
- Introduction
- Objectives
- Outcomes
- Standards
- The Relative Merits of Objectives, Outcomes and Standards
- Types of Objectives
- Behavioural Objectives
- Instructional Objectives
- Clarifying Objectives
- Concluding Comments
- Reflections and Issues
- Web Sources
- 6 Selecting and Organising Teaching and Learning Modes
- Introduction
- Matching Teacher and Student Priorities
- Making use of technology
- Impact of Standards on Teaching and Learning Modes
- Examples of Modes
- Directed Questioning
- Cooperative Learning
- On-Line Teaching
- Concluding Comments
- Reflections and Issues
- Web Sources
- 7 Assessment, Grading and Reporting
- Introduction
- Reasons for Assessment
- Assessing for Whom?
- Important Emphases in Assessment
- ICT Developments in Assessment
- Assessment for Learning
- Assessment: Value Continua
- Authentic Assessment
- Commonly used Assessment Techniques
- Portfolios
- Record-keeping and Reporting
- Trends in Reporting
- New Developments in Assessment and Reporting
- Concluding Comments
- Reflections and Issues
- Web Sources
- 8 Curriculum Implementation
- Introduction
- Definitions and Terms
- Influences in Implementation
- Problems of Describing/Measuring Implementation
- Measuring Student Activities and Achievements
- Measuring use of Curriculum Materials
- Measuring Teacher Activities
- Fidelity of Implementation
- Adaptation in Implementation
- Mutual Adaptation
- The Continuing Debate: Fidelity of Use Versus Mutual Adaptation in the
- 1990?s and
- Beyond
- Specific Examples of Curriculum Implementation
- Hong Kong
- United Kingdom
- Concluding Comments
- Reflections and Issues
- Web Sources
- Part 3 ?Curriculum Management
- 9 Innovation and Planned Change
- Introduction
- Some Basic Terms
- The Process of Educational Change
- Change Leaders
- Diffusion and Dissemination
- Change Strategies and Tactics
- Contexts of Innovations
- Models of Change
- Which innovations Last?
- Reflections and Issues
- Web Sources
- 10 Leadership and Management and the School Head / Principal
- Introduction
- Functions and Standards
- Leadership Qualities and Styles
- Transformational Leadership
- Distributive Leadership
- Entrepreneurial Leadership
- Inclusive Leadership
- Cultural Change Leadership
- Concluding Comments
- Reflections and Issues
- Web Sources
- 11 School-Based Curriculum Development
- Introduction
- Some Terms and Issues
- School-Based Management (SBM)
- School-Based Curriculum Development (SBCD)
- Conceptual Analysis of SBCD
- Factor 1 Levels of Dissatisfaction with Central Control
- Factor 2 Empowerment
- Factor 3 Knowledge and Skills of Curriculum Planning
- Factor 4 Resources
- Facilitating Successful Conditions for SBCD in a School
- Innovative Outcomes and Practices of SBCD in a School
- SBCD Research
- Concluding Comments
- Reflections and Issues
- Web Sources
- 12 School Evaluations / Reviews
- Introduction
- Some Basic Terms
- External and Internal Evaluation
- School Self-Evaluation
- Purposes
- What to Evaluate
- Persons Involved
- Concluding Comments
- Reflections and Issues
- Web Sources
- 13 Curriculum Reform
- Introduction
- What is Curriculum Reform?
- Ideology and Reform
- Reform Reports
- Examples
- United Kingdom
- - National Literacy Strategy
- - Specialist Schools
- - Academies
- Usa
- - Standards Based Approaches
- - Charter Schools
- - Comprehensive School Reform Programs
- - No Child Left Behind Act (NCLB)
- Concluding Comments
- Reflections and Issues
- Web Sources
- Part 4 ?Teaching Perspectives
- 14 Learning Environments
- Introduction
- Classroom Settings
- Other Physical and Psychological Factors in the Classroom
- Class Size
- Psychosocial Environment
- Ability Groupings
- Private and Public Schools
- Community Schools
- Home Schooling
- Other Learning Settings
- Service Learning
- Concluding Comments
- Reflections and Issues
- Web Sources
- 15 Teacher Appraisal
- Introduction
- Some Basic Terms
- Teacher Appraisal Developments
- United Kingdom
- Usa
- Australia
- Why do Teacher Appraisal?
- Why have Teaching Portfolios?
- Problems and Issues
- Concluding Comments
- Reflections and Issues
- Web Sources
- Part 5 ?Collaborative Involvement In Curriculum
- 16 Decision-Makers, Stakeholders and Influences
- Introduction
- Some Basic Terms
- Decision Makers
- Politicians
- Superintendants/Chief Education Officers
- State Departments / Local Education Authorities
- Assessment Boards
- Teacher Unions
- Parents and School Councils / Boards
- School Principals / Heads
- Teachers
- Students
- Academics
- Employers
- Influences
- Professional Associations
- Textbook Writers
- National / Federal Agencies
- Media
- Educational Consultants
- Lobby Groups
- The Courts
- Research and Testing Organisations
- Commercial Sponsors
- Concluding Comments
- Reflections and Issues
- Web Sources
- 17 Teachers as Researchers: Action Research and Lesson Study
- Introduction
- Action Research ? Some Basic Terms
- Making a Start with Action Research
- Other Complexities about Action Research
- Impact of Action Research upon Schools
- Lesson Study
- Positive Aspects of Lesson Study
- Negative Aspects of Lesson Study
- Concluding Comments
- Reflections and Issues
- Web Sources
- 18 Parent ? Teacher Participation
- Introduction
- Some Basic Terms
- Claims and Counterclaims about Parent Participation
- A Continuum of Parent participation
- Intended Practices and Actual Outcomes
- Training Needs
- School Councils
- Reflections and Issues
- Web Sources
- Part 6 ? Curriculum Ideology
- 19 Curriculum Theorizing
- Introduction
- What is Curriculum Theorizing?
- Critical ? Exploratory Theorizers
- Social and Cultural Control
- Literacy Artist
- Existential and Psychoanalytical
- Phenomenological
- Autobiographical
- Racial
- Gender Analysis and Male identity
- Post Modern
- Review of Curriculum Theorizing
- Concluding Comments
- Reflections and Issues
- Web Sources
- 20 Gender, Sexuality and the Curriculum
- Introduction
- Feminist Pedagogy
- Historical Background
- Feminist Critiques of Schooling
- Gender Differences in Society
- Gender Analysis and Challenges to Heteronormativity
- Concluding Comments
- Reflections and Issues
- Web Sources
- 21 Postmodernism and the Curriculum
- Introduction
- Some Major Terms
- Poststructuralism
- Deconstructionism
- Postcolonialism
- Postmodernism and Schooling
- Postmodernism and the Curriculum
- Critics of Postmodernism
- Postmodernism
- Concluding Comments
- Reflections and Issues
- Web Sources.
- Notes:
-
- Formerly CIP.
- Includes bibliographical references (p. [284]-330) and index.
- Reproduction:
- Electronic reproduction : EBL.
- Subject:
- Other authors/contributors:
- Ebook Library
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 2009
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