Contemporary Issues in Curriculum, 6/e presents an eclectic, balanced approach to the major emergent trends in the field from a diversity of leaders in the field who share their opinions and thoughts on curriculum issues. An issues-oriented collection of 36 articles by the major thinkers in curriculum study, it looks at issues that affect successful implementation, planning, and evaluation of curriculum at all levels of learning. Organized into six Parts–Curriculum and Philosophy, Curriculum and Teaching, Curriculum and Learning, Curriculum and Instruction, Curriculum and Supervision, and Curriculum and Policy–the readings reflect both traditionally held assumptions as well as those more controversial in nature. Students and practitioners have the opportunity to turn to a single source to investigate the breadth of issues that affect curriculum, examine and debate the issues, formulate their own ideas, and help shape the future direction of the field.

Allan C. Ornstein is a professor of education and social policy at St. John's University. He is a former Fulbright-Hayes scholar and author of 60 books. His most recent book is entitled Wealth Vs. Work: How the 1 Percent Victimize 99 Percent.

Edward Frank Pajak is a Professor in the School of Education at Johns Hopkins University. He has published more than 50 articles in prominent journals, most recently in the American Educational Research Journal (2012) and in Teachers College Record (2011), as well as six books. His current scholarship involves the application of psychoanalytic concepts toward better understanding of schools, teaching, culture, and education reform. Professor Pajak’s recent books include: Contemporary Issues in Curriculum, 5th edition, Pearson (2010); Supervising Instruction: Differentiating for Teacher Success, Christopher-Gordon (2008); and Honoring Diverse Teaching Styles: A Guide for Supervisors, Association for Supervision and Curriculum Development (2003).

Stacey B. Ornstein holds a Masters in History of Education from New York University. She teaches cooking and food policy at various locations around New York City, where she lives with her husband, David, and newborn son Adrian Vir. Her writing has appeared in numerous print and online publications.

Preface  

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 GREEN  

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: What 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. STERNBERG 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 EXCELLENCE IN THE 21ST 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 Functions, 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 parent choice be a major consideration in determining where students attend school?   

Case Study 6   School Board Debates Bilingual Education Program  

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