Contemporary issues in curriculum

Part One: Curriculum and philosophy. Chapter 1. Philosophy as a basis for curriculum decisions / Allan C. Ornstein

Chapter 2. Goals and objectives / Ronald S. Brandt and Ralph W. Tyler

Chapter 3. What does it mean to say a school is doing well? / Elliot W. Eisner

Chapter 4. Art and imagination: overcoming a desperate stasis / Maxine Greene

Chapter 5. A common core of readiness / Robert Rothman

Pro-Con Chart 1. Should the schools introduce a values-centered curriculum for all students?

Case Study 1. A clash concerning the Arts curriculum.

Part Two: Curriculum and teaching. Chapter 6. Teaching themes of care / Nel Noddings

Chapter 7. The heart of a teacher / Parker J. Palmer

Chapter 8. Critical issues in teaching / Allan C. Ornstein

Chapter 9. Productive teachers: assessing the knowledge base / Herbert J. Walberg

Chapter 10. Honoring diverse styles of beginning teachers / Edward F. Pajak, Elaine Stotko, and Frank Masci

Chapter 11. Keeping good teachers: why it matters, what leaders can do / Linda Darling-Hammond

Pro-Con Chart 2. Should teachers be held accountable for their teaching?

Case Study 2. School district proposes evaluations by students.

Part Three: Curriculum and learning. Chapter 12. Grappling / Theodore R. Sizer and Nancy Faust Sizer

Chapter 13. Creating creative minds / Robert J. Sternber and Todd I. Lubart

Chapter 14. The cognitive-developmental approach to moral education / Lawrence Kohlberg

Chapter 15. Targeted, not universal, Pre-K / Chester E. Finn, Jr.

Chapter 16. Demographics and education in the twenty-first century / Norman Eng

Chapter 17. Disciplining the mind / Veronica Boix Mansilla and Howard Gardner

Pro-Con Chart 3. Should special education students be grouped (mainstreamed) into regular education classes?

Case Study 3. Language and standardized testing.

Part Four: Curriculum and instruction. Chapter 18. Flunking innovation and creativity / Yong Zhao

Chapter 19. Teach up for excellence / Carol Ann Tomlinson and Edwin Lou Javius

Chapter 20. The thought-filled curriculum / Arthur L. Costa

Chapter 21. The importance of multicultural education / Geneva Gay

Chapter 22. Knowledge alive / David Perkins

Chapter 23. What students need to learn: a diploma worth having / Grant Wiggins

Pro-Con Chart 4. Should academic content standards be used in place of curriculum guides?

Case Study 4. An advocate for longer school days.

Part Five: Curriculum and supervision. Chapter 24. The politics of virtue: a new framework for school leadership / Thomas J. Sergiovanni

Chapter 25. What the world can teach us about new teacher induction / Harry K. Wong, Ted Britton, and Tom Ganser

Chapter 26. Clinical supervision and psychological function / Edward F. Pajak

Chapter 27. Beginning teacher induction: what the data tell us / Richard Ingersoll

Chapter 28. Instructional insensitivity of tests: accountability's dire drawback / W. James Popham

Chapter 29. Diagnosing school decline / Daniel L. Duke

Pro-Con Chart 5. Should the person who helps teachers improve instruction also evaluate their performance?

Case Study 5. A principal works for inclusion

Part Six: Curriculum and policy. Chapter 30. Manage "human capital" strategically / Allan Odden

Chapter 31. Beyond standardization: powerful new principles for improvement / Andy Hargreaves and Dennis Shirley

Chapter 32. Dichotomizing educational reform / Carl D. Glickman

Chapter 33. Assessment for learning around the world: what would it mean to be internationally competitive? / Linda Darling-Hammond and Laura McCloskey

Chapter 34. Perennial reform: fixing school time / Larry Cuban

Chapter 35. Excellence, equality, and education / Allan C. Ornstein

Pro-Con Chart 6. Should parental choice be a major consideration in determining where students attend school?

Case Study 6. School board debates bilingual education program.