Curriculum Leadership: Strategies for Development and Implementation

4. Auflage 2015
ISBN: 978-1-4833-4738-7
Verlag: SAGE PUBN

Buch, Englisch, 616 Seiten, Format (B × H): 198 mm x 238 mm, Gewicht: 1043 g

Curriculum Leadership: Strategies for Development and Implementation, Fourth Edition is a one-of-a-kind resource written for educational leaders--administrators and teachers--who want to successfully restructure and enhance school curriculum. Authors Allan A. Glatthorn, Floyd Boschee, Bruce M. Whitehead, and Bonni F. Boschee provide innovative and successful curriculum ideas, including reflective case studies, “Keys to Leadership” sections, curriculum tips, and “Challenge” sections with key issues and questions in every chapter. Also interspersed throughout the book are tried and true strategies that provide administrators with innovative ideas on meeting state and national standards.

This is a much needed, highly informative, and easy-to-read account of curriculum development and change for curriculum leaders, those teaching curriculum courses, and those aspiring to become curriculum decision makers. It provides the knowledge and skills needed to develop and implement a PK–12 school curriculum.

NEW TO THIS EDITION:

· New coverage of technology includes technological functionalism, the impact on professional development, and the link between technology and student achievement

· Additional coverage of globally connected classrooms provides emphasis on contemporary theory and global technology in K[en dash]12 education

· New topics on improving schools include how to close the achievement gap, the importance of student outcomes, individualized learning, and innovative developments within differentiated instruction

· Expanded coverage of curriculum processes shows educators how to enhance curriculum through examples such as the importance of reinventing schools from a technology enriched global perspective

· A comparison of education before standards-based education, during the standards movement, and under the Common Core State Standards

· Increased focus on the role of the teacher as curriculum leader demonstrates how aspiring curriculum leaders can become more effective

· An emphasis on the mind-set of new 21st century learners discusses elements for integrating technology at a whole new level

· Inclusion of the Gray Oral Reading Test provides reading teachers with a coaching lesson plan that includes responsibilities and benefits of valid and reliable skill level assessments

· The Elementary and Secondary Education Act (ESEA) revisions are addressed as well as aspects of NCLB compliance and waivers.

· Up-to date resources and contemporary case studies help curriculum leaders implement ideas

Autoren/Hrsg.

Glatthorn, Allan A.

Boschee, Floyd A.

Whitehead, Bruce M.

Boschee, Bonni F.

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung

Inhaltsverzeichnis

Part I: Foundations of Curriculum
Chapter 1: The Nature of Curriculum
The Concept of Curriculum
The Types of Curriculum
Components of the Curriculum
The Mastery, the Organic, and the Enrichment Curricula
The Hidden Curriculum
Chapter 2: Curriculum History
Academic Scientism
Progressive Functionalism
Developmental Conformism
Scholarly Structuralism
Romantic Radicalism
Privatistic Conservatism
Technological Constructionism
Modern Conservatism
Technological Functionalism
Chapter 3: Curriculum Theory
The Nature and Function of Curriculum Theory
Leadership in Curriculum Theory
Classifying Curriculum Theories Structure-Oriented Theories
Value-Oriented Theories
Content-Oriented Theories
Process-Oriented Theories
Organizational Leadership Models
Research Theory into Practical Application
Curriculum as Change
Technology:Catalyst of Change
The Theoretical School of the Future
Chapter 4: The Politics of Curriculum
Myths about America’s Schooling
Political, Cultural, and Socio-Economic Realities
An Overview of the Curriculum-Influence Process
The Role of the Federal Government
State Role in Curriculum - State Standards Initiatives
The Role of Professional Organizations
Guiding Preservice Teachers
The Courts
Local Educational Leaders - New Role of Principal in Curriculum
The Classroom Teacher - Impact of special education on regular classroom
Technology and Elements of Change
Global Connections
Part II: Curriculum Processes
Chapter 5: Curriculum Planning
A Goal-Based Model of Curriculum Planning
Determine the Locus of Planning
Developing a Curriculum Framework
Determine the Organizational Structures Needed
Identify and Allocate Leadership Functions
Importance of Integrity
Aligning Educational Goals with Curricular Fields
Developing a Curriculum Database
Developing a Planning Calendar
Conducting Needs Assessment
Organize, Evaluate, Change, Provide Resources
Importance of Professional Development
Technology-21st Century Learning
Global Connections: Research & Practice
Chapter 6: Improving the Program of Studies
Reconceptualizing Programs of Study - Research-based curriculum
Restructuring Programs of Study
Improving the Program of Studies
Improving Low Performing Schools
Closing the Achievement Gap
Operationalizing Change and Reform
Assessing Learner & Cultural Needs
Professional Development Protocols
Developing Cultural Leadership
Global Connections
Building 21st Century Technology Culture
Chapter 7: Improving a Field of Study
Reconceptualizing Fields of Study - The way we teach curriculum has shifted
The Role of the Principal in Curriculum Development
Improving the Field of Study - Making connections between various fields of study
A Rationale for a Teacher-Centered Process-Teacher led programs
Student-Center Process
Preparing to Teach Culturally Diverse Classrooms
Mapping the Curriculum
Assessing and Selecting Materials
Professional Development Priorities
Human Development: Importance of Teaching Ethics
Technology-Reconceptualizing 21st Century Learning
Global Connections
Chapter 8: Processes for Developing New Courses and Units
The Technological Process of Curriculum Planning
The Naturalistic Process of Curriculum Planning
Preparing Schools for New Beginnings with Technology
Global Connections
Part III: Curriculum Management
Chapter 9: Supervising the Curriculum: Teachers and Materials
Curriculum: Current Approaches Problems and Issues in Supervision
The Role of the Curriculum Supervisor
Differentiated Professional Development-Teacher trouble shooting guides
Motivating Staff
Maslow’s Theory of Human Needs
Current Motivational Theories
Supervising the Supported Curriculum-Executive Regional Directors (ERD’s)
Culturally Relevant Teaching
Going Deeper into Teaching and Learning with Technology
Digital Solutions to 21st Century Learning
Global Connections
Chapter 10: Curriculum Development and Implementation
Developing a Program Philosophy and Rationale Statement
Sample Language Arts English Program Rationale
Methods for Choosing Teacher Representation
The Committee Structure
Samples of Program Scope and Sequence-National Core Standards
Indicators of Effective Curriculum Development
Professional Development for Stakeholders
Twenty-First Century Technology Goals
Global Connection: Narrowing the Achievement Gap
Chapter 11: Aligning the Curriculum
A Rationale for Curriculum Alignment
Role of the Principal
Curriculum Design
Organizing the Alignment Project
Organizational Strategies
Identifying the Mastery Objectives
Developing Curriculum-Based Assessments
Correlating the Mastery List and Instructional Materials
Developing Instructional Planning Aids
Importance of Research
Developing Reporting Materials
Data Driven Programs
Providing Professional Development for the Alignment Project
Monitoring and Evaluating the Alignment Project
Understanding the Importance of Curriculum
Classroom Learning and 21st Century Technology
Global Connections
Chapter 12: Curriculum Evaluation
Curriculum Evaluation Defined
Evaluation Models-Instant surveys and data collection through technology
Developing an Eclectic Approach
Evaluating a Field of Study
Purpose of Evaluation: Measuring Effectiveness vs Developing Teachers
The Written Curriculum
The Supported Curriculum
The Taught Curriculum
The Tested Curriculum- Administrative monitoring of Student Academic Success
The Learned Curriculum –National Core Standards
Leadership and Evaluation
Measuring for Success
Evaluation Program Guidelines
Evaluation Strategies for Success
Technology and Evaluation:The Final Piece to the Puzzle
Global Connections: Evaluation and Accountability
Part IV: Current Trends in the Curriculum
Chapter 13: Current Developments in the Subject Fields
Developments in English/Language Arts/Reading/Writing
English/Language Arts
Reading
Expanding a Culture of Writing
Dual Immersion Programs in Language Arts
History/Social Studies
Mathematics
Science
Science, Technology, Engineering and Mathematics (STEM)
Foreign Language
Education in the Arts
Physical Education and Health
Common Core State Standards and Multicultural Education
Technology and Exponential Change
Global Connections: Teaching Content Across Cultures
Chapter 14: Current Developments Across the Curriculum
Importance of Thinking, Listening and Speaking Skills
English Language Learner Education (ELLs)
Leadership for Socially Diverse Groups
Accommodating Diversity
Innovation and 21st Century Learning
Professional Development and Technology
Global Connections: Canada’s Shifting Minds Model
Chapter 15: Individualizing the Curriculum
Types of Individualized Programs
Enhancing Teaching & Learning
Special Needs & Cross Cultural Comparisons in Education
Adaptive Programs for the Gifted
Pre-K and Early Childhood Education
Social & Economic Considerations
Digital Citizens & a New Culture of the 21st Century
Global Connections: Positive Impact of Education Worldwide

Über Autor(innen)

Boschee, Floyd A.
Dr. Floyd Boschee has an extensive background in teaching and educational administration. He served as a teacher, coach, and school administrator in the public schools and as a professor and chairman of departments of education at the collegiate level. Dr. Boschee is professor emeritus in the Division of Educational Administration, School of Education, at the University of South Dakota and a former school board member of the Vermillion School District, Vermillion, South Dakota. During his tenure as a university professor, he consulted with school districts on reorganization; published numerous articles in major educational journals; and conducted workshops on curriculum development and implementation, the teaching and learning process, and school administrator evaluations. He is the author or coauthor of 13 books in the fields of school administration and curriculum and instruction.

Whitehead, Bruce M.
Dr. Bruce M. Whitehead is a NAESP Nationally Distinguished Principal and has served for over thirty years as a principal for School District # 4 in Missoula, Montana. He also serves as an Adjunct Professor for the University of Montana. His career includes appointments to numerous national and international committees as well as becoming President of the Montana Association of Elementary School Principals and the Montana State Reading Association. He also served as Chairman of Montana’s first Governor’s Task Force on Technology as well as being an NCATE Advisor. As a co-author of 10 books and numerous articles in the field of education, Dr. Whitehead is a recipient of the University of Montana’s highest honor, The Montana Distinguished Alumni Award. Additional honors include: The International Reading Association’s Presidential Service Award, NASA Explorer Schools Leadership Award, National Milken Foundation’s Outstanding Educator Award, John F. Kennedy Center’s Award for Arts in Education, Outstanding Contributions to Saudi Arabian Education, and Japan’s International Soroban Institute Award.

Glatthorn, Allan A.
Allan A. Glatthorn (1924–2007) was a major contributor to the third and fourth editions; his research used in the preparation of the first and second editions of Writing the Winning Thesis or Dissertation: A Step-by-Step Guide was the foundation for the third edition. He was the Distinguished Research Professor of Education (Emeritus) in the College of Education of East Carolina University, where he advised doctoral students, chaired dissertations, and taught courses in supervision and curriculum. He was formerly Professor of Education at the Graduate School of Education of the University of Pennsylvania. Prior to his university assignments, he was a high school teacher and principal. In his work as a professor, he chaired close to 100 dissertations. He is the author of numerous professional books, several of which have been published by Corwin.

Boschee, Bonni F.
Dr. Bonni F. Boschee is principal of the Volga Christian School, Volga, South Dakota. Prior to the principal position, she was a professor of language arts and also served as chair of the Graduate Program at Northern State University, Aberdeen, South Dakota. Dr. Boschee was also an elementary school teacher for 15 years in the Rapid City School District, Rapid City, South Dakota, where she was active in curriculum development and implementation and a K-12 administrator. Her research findings on homeschooling were presented at the state and national levels and published in a national journal. She currently is piloting a literacy program to enhance reading scores at Volga Christian School.