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Curriculum Development : Theory into Practice by Daniel Tanner and Laurel N. Tanner (1994, Hardcover)

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Curriculum Development: Theory Into Practice by Tanner, Laurel; Tanner, Daniel May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less

About this product

Product Identifiers

PublisherPrentice Hall PTR

ISBN-100024189316

ISBN-139780024189318

eBay Product ID (ePID)13433

Product Key Features

Number of Pages800 Pages

LanguageEnglish

Publication NameCurriculum Development : Theory Into Practice

Publication Year1994

SubjectCurricula, Teaching Methods & Materials / General

TypeTextbook

Subject AreaEducation

AuthorDaniel Tanner, Laurel N. Tanner

FormatHardcover

Dimensions

Item Height1.6 in

Item Weight43.8 Oz

Item Length9.2 in

Item Width7.2 in

Additional Product Features

Edition Number3

Intended AudienceCollege Audience

LCCN94-018285

Dewey Edition22

IllustratedYes

Dewey Decimal375/.001

Table Of ContentI. PERSPECTIVES AND PROSPECTS. 1. Early Perspectives of the Curriculum. 2. Critical Turning Points. 3. The Century of the Curriculum. 4. Evolution of the Modern Curriculum. II. THE EMERGENT CURRICULUM FIELD. 5. Changing Conceptions of Curriculum. 6. Curriculum as a Field for Systematic Study. 7. The Emergence of a Paradigm for the Curriculum Field. 8. Sources and Forces for Curriculum Change. 9. Conflicting Rationales. III. CURRICULUM DESIGN AND DEVELOPMENT. 10. The Search for a Common Curriculum Core-Design for Synthesis. 11. Curriculum Fragmentation and Synthesis-Problems, Proposals, Prospects. 12. The Curriculum and the Techno-industrial Society. IV. IMPROVING THE CURRICULUM. 13. Evaluation for Curriculum Improvement. 14. Who Makes the Curriculum? 15. Curriculum Improvement-Role of the Teacher. 16. Curriculum Improvement-Role of the Supervisor. 17. School Renewal-Ways and Means.

SynopsisWith its focus on the application of theory to actual classroom practice, this book' s treatment of the full spectrum of curriculum design and practice has set the standard for completeness for nearly two decades. Part I explores the historical roots of current curriculum issues and practices, emphasizing the assessment of leading efforts at reform. Part II offers a critique of changing concepts of curriculum, conflicting curriculum and educational rationales, and influences for and against change. In Part III, major crosscurrents in reform and reconstruction are discussed, including social crises, the " knowledge explosion" , curriculum articulation, and emerging designs. Part IV focuses on curriculum research and improvement, paying particular attention to the roles of teachers, supervisors, administrators, and curriculum specialists in the process.

LC Classification NumberLB1570.T23 1995