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Contemporary Curriculum: In Thought and Action, by John D. McNeil
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Practical tools for joining curriculum conversation
Curriculum is a field in continual flux, the result of an ongoing discussion among teachers approaching from a multitude of perspectives. Contemporary Curriculum: In Thought and Action, Seventh Edition offers the tools to participate in curriculum discussion and to construct and implement curriculum in the classroom.
The Seventh Edition provides you with practical tools for executing curriculum at all levels: policy, institutional, and classroom. You'll develop multiple strategies for dealing with curriculum problems, and build your skills in such areas as determining goals and purposes, providing optimum learning opportunities, and organizing for effective and continuous learning.
This text encourages online curriculum conversation among users and two-way communication between the author and readers. With an array of thoughtful new features and content, the Seventh Edition now:
* Profiles thinkers and resources who are energizing the field with "new departures" that deviate from the established views or prevailing thought discussed in each chapter
* Covers political ideologies, the conflicts over school subject matter, and data-driven decision making at state, district, school and classroom levels
* Examines the functioning of schools and media as democratic institutions and the relationship of citizens and the political system
* Discusses the impact of the privatization of schooling and the world-wide growth of the "Silent Curriculum"
With a balanced presentation of humanistic, social reconstructionist, systemic, and academic perspectives and fresh insights into key curriculum questions, Contemporary Curriculum: In Thought and Action, Seventh Edition comprises an excellent foundation for every educator from master's to doctoral level.
- Sales Rank: #1194326 in Books
- Published on: 2008-09-29
- Original language: English
- Number of items: 1
- Dimensions: 10.00" h x .86" w x 7.00" l, 1.30 pounds
- Binding: Paperback
- 424 pages
From the Back Cover
Practical tools for joining curriculum conversation
Curriculum is a field in continual flux, the result of an ongoing discussion among teachers approaching from a multitude of perspectives. Contemporary Curriculum: In Thought and Action, Seventh Edition offers the tools to participate in curriculum discussion and to construct and implement curriculum in the classroom.
The Seventh Edition provides you with practical tools for executing curriculum at all levels: policy, institutional, and classroom. You’ll develop multiple strategies for dealing with curriculum problems, and build your skills in such areas as determining goals and purposes, providing optimum learning opportunities, and organizing for effective and continuous learning.
This text encourages online curriculum conversation among users and two-way communication between the author and readers. With an array of thoughtful new features and content, the Seventh Edition now:
- Profiles thinkers and resources who are energizing the field with “new departures” that deviate from the established views or prevailing thought discussed in each chapter
- Covers political ideologies, the conflicts over school subject matter, and data-driven decision making at state, district, school and classroom levels
- Examines the functioning of schools and media as democratic institutions and the relationship of citizens and the political system
- Discusses the impact of the privatization of schooling and the world-wide growth of the “Silent Curriculum”
With a balanced presentation of humanistic, social reconstructionist, systemic, and academic perspectives and fresh insights into key curriculum questions, Contemporary Curriculum: In Thought and Action, Seventh Edition comprises an excellent foundation for every educator from master’s to doctoral level.
Most helpful customer reviews
10 of 11 people found the following review helpful.
Deeper thinking about curriculum
By A Customer
John D. McNeil's Comprehensive Introduction introduces the reader to the Academic, Humanistic, Social Reconstruction, and Technological philosopical views of curriculum. His even-handed treatment shows how each philosophy can be valuable for curriculum development. I think his book is especially important for practicing teachers. From a teacher's viewpoint, this book helps us think beyond the day to day demands of the classroom to the greater point of our curriculum. When we think about subject matter, the academic philosophy can guide us to either within discipline ideas or cross-disciplinary ideas like multiple intelligences. Humanistic perspectives are important for understanding the affect of our students. Social Reconstruction enables us to see society as a source for curriculum: we can adapt to problems out there, i.e. offer AIDS education, or work to change fundamental power relationships. Finally, the technological philosophy trains us to task analyze our curriculum, making sure each problem is broken into understandable, component parts. McNeil deftly shows us how to combine and consider each philosophy, with reference to curriculum classics like Ralph Tyler's Rationale. His chapters on politics, and directions in the subject matter fields remind us that curriculum philosophies are subject to influences from the outside world. Yet the book leaves teachers with a sense of empowerment, that they can make meaningful curriculum in their classrooms and schools.
1 of 1 people found the following review helpful.
For a class
By Daisy
I bought this for my graduate class. It has a great deal of interesting information and I have learned a lot from it so far. I've read about half of it. It is not a very fast read or exciting. It is useful if you are interested in learning more about educational curriculum.
0 of 0 people found the following review helpful.
Outdated boring and one-sided
By SHP
Outdated boring and one-sided. Provides endless information about history of curriculum and is somewhat skewed in its perspective. Does not apply to current standards as mandated by government. Views presented on vocational education belong in the 1950s. Unfortunately I was forced to endure this for a course.
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