Focusing on curriculum leadership and closing the achievement gap, this influential book is updated with new insights on developing and aligning curriculum in a standards-based environment.
Focusing on curriculum leadership and closing the achievement gap, this influential book is updated with new insights on developing and aligning curriculum in a standards-based environment.
Fenwick W. English (Ph.D.) is the R. Wendell Eaves Senior Distinguished Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill, a position he has held since 2001. As a scholar/practitioner he has held positions as a school principal and superintendent of schools in California and New York and as a department chair, dean, and vice-chancellor of academic affairs at universities in Ohio and Indiana. He is the former President of the University Council of Educational Administration (UCEA) and of the National Council of Professors of Educational Administration (NCPEA). His research has been reported in national and international academic forums. He edited the 2006 SAGE Encyclopedia of Educational Leadership and Administration, the 2009 SAGE Library of Educational Thought and Practice: Educational Leadership and Administration; and the 2011 SAGE Handbook of Educational Leadership (2nd Ed.). In 2013, he received the Living Legend Award from NCPEA for his lifetime contribution to the field of educational leadership.
Inhaltsangabe
Preface: America's Continuing Educational Canterbury Tales Acknowledgments About the Author Introduction to the Third Edition 1. The Function of Curriculum in Schools 1.1 What Is Curriculum? 1.2 Curriculum Design and Delivery 1.3 Curriculum Coordination and Articulation 1.4 Combining Design and Delivery Issues in Schools 1.5 Formal, Informal, and the Hidden Curriculum 1.6 Curriculum and the Cultural Arbitrary 1.7 Conventional Practices and Complaints About Curriculum 1.8 The Necessary Requirements of an Imperfect Curriculum 1.9 A Clarifying Model of the Critical Curricular Relationships and Terms 2. A Template for Curriculum Construction 2.1 The Traditional View of Developing Curriculum 2.2 Using a Needs Assessment to Develop a Curricular Framework 2.3 Constructing Curriculum With Gap Data 2.4 Constructing "User Friendly" Curriculum Work Plans 2.5 Moving From Curriculum Content to Work Tasks 2.6 Constructing "User Friendly" Curriculum Guides 2.7 Essential Elements in Curriculum Guides 2.8 Setting Content Priorities and Expressing Time Values 2.9 A Word About Sequence and Stress 2.10 A Recommended Curriculum Guide Format 3. Aligning the Curriculum 3.1 The Process of Alignment by Frontloading 3.2 The Process of Alignment via Backloading 3.3 How to Do Alignment 3.4 Other Issues in the Alignment Procedure 4. The Challenge of Curriculum Leadership in the Teaching and Testing Nexus 4.1 Considering The Full Responsibility for Curriculum Leadership 4.2 Who Benefits From the Perpetuation of the Cultural Capital Embraced by State Imposed Accountability Models? 4.3 Avoiding Deficit Mindsets, Models, and Cultural Marginalization of Others 4.4 Not All Data Are Valuable or Relevant 4.5 Avoiding Outmoded Management Models 4.6 Understanding the Drawbacks of Top-Down Supervisory Approaches 4.7 The Nexus of Curriculum Leadership 4.8 Some Concluding Thoughts Glossary of Terms References Index
Preface: America's Continuing Educational Canterbury Tales Acknowledgments About the Author Introduction to the Third Edition 1. The Function of Curriculum in Schools 1.1 What Is Curriculum? 1.2 Curriculum Design and Delivery 1.3 Curriculum Coordination and Articulation 1.4 Combining Design and Delivery Issues in Schools 1.5 Formal, Informal, and the Hidden Curriculum 1.6 Curriculum and the Cultural Arbitrary 1.7 Conventional Practices and Complaints About Curriculum 1.8 The Necessary Requirements of an Imperfect Curriculum 1.9 A Clarifying Model of the Critical Curricular Relationships and Terms 2. A Template for Curriculum Construction 2.1 The Traditional View of Developing Curriculum 2.2 Using a Needs Assessment to Develop a Curricular Framework 2.3 Constructing Curriculum With Gap Data 2.4 Constructing "User Friendly" Curriculum Work Plans 2.5 Moving From Curriculum Content to Work Tasks 2.6 Constructing "User Friendly" Curriculum Guides 2.7 Essential Elements in Curriculum Guides 2.8 Setting Content Priorities and Expressing Time Values 2.9 A Word About Sequence and Stress 2.10 A Recommended Curriculum Guide Format 3. Aligning the Curriculum 3.1 The Process of Alignment by Frontloading 3.2 The Process of Alignment via Backloading 3.3 How to Do Alignment 3.4 Other Issues in the Alignment Procedure 4. The Challenge of Curriculum Leadership in the Teaching and Testing Nexus 4.1 Considering The Full Responsibility for Curriculum Leadership 4.2 Who Benefits From the Perpetuation of the Cultural Capital Embraced by State Imposed Accountability Models? 4.3 Avoiding Deficit Mindsets, Models, and Cultural Marginalization of Others 4.4 Not All Data Are Valuable or Relevant 4.5 Avoiding Outmoded Management Models 4.6 Understanding the Drawbacks of Top-Down Supervisory Approaches 4.7 The Nexus of Curriculum Leadership 4.8 Some Concluding Thoughts Glossary of Terms References Index
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