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Journal/Periodical
1 online resource
Journal/Periodical
1 online resource
Book
45 p. ; 22 cm.
SAL3 (off-campus storage)
Book
xxvi, 237 pages ; 24 cm.
  • Contents Foreword (William F. Pinar) Preface (James G. Henderson) Chapter 1-A New Curriculum Development: Inspiration and Rationale (James G. Henderson) Part I: Lead-Learning Invitations (James G. Henderson) Chapter 2-Teaching for Holistic Understanding: Inspirational Events in Study and Practice (Daniel J. Castner) Chapter 3-Embodying Holistic Understanding: Democratic Being in Trying Times (Jennifer L. Schneider) Chapter 4-Sowing Holistic Understanding: Building a Disciplinary Community (Christine Fishman) Chapter 5-Deliberative Conversation: Cross-Paradigm Critique and Negotiation (Wendy Samford) Chapter 6-Deliberative Conversation: Possibilities of Equity in Everyday Schooling (Boni Wozolek) Chapter 7-Deliberative Conversation: Consciousness-Raising for Democratic Interdependence (Beth A. Bilek-Golias) Chapter 8-Deliberative Conversation: Inspiriting Teaching through Mythopoetic Inspiration (Petra Pienkosky Moran) Part II: Collegial Stories and Commentary (James G. Henderson) Chapter 9-Lead-Learning Stories: A Narrative Montage (Jen Griest, Jennifer L. Schneider, Susan School, & Konni Stagliano) Chapter 10-Generative Leadership: Protecting the Good Work (Catherine E. Hackney) Chapter 11-Build It and They Will Come: A Cross-Cultural Conversation on Lead-Learning Possibilities and Challenges (Tero Autio, Aboudou Hamidou Berthe, Donna Adair Breault, Rosemary Gornik, Thomas E. Kelly, Kauko Komulainen, & Wen-Ling Lou) About the Book's Collaborative Team References Index.
  • (source: Nielsen Book Data)9780415704274 20160618
Reconceptualizing Curriculum Development provides accessible, clear guidance on curriculum problem solving and educational leadership through the practice of a synoptic curriculum study. This practice integrates three influential interpretations of curriculum-curriculum as deliberative artistry, curriculum as complicated conversation, and curriculum as currere-with John Dewey's lifetime work on reflective inquiry. At its heart, the book advances a way of studying as a way of living with reference to the question: How might I live as a democratic educator? The study guidance is organized as an open-ended scaffolding of three embedded reflective inquiries informed by four deliberative conversations. Study recommendations are provided by a carefully selected team. The field-tested study-based approach is illustrated through a multi-layered, multi-voiced narrative collage of four experienced teachers' personal journeys of understanding in a collegial study context. Applying William Pinar's argument that a "conceptual montage" enabling teachers to lead complicated conversations should be the focus for curriculum development in the field's current 'post-reconceptualist' moment, the book moves forward the educational aim of facilitating a holistic subject/self/social understanding through the practice of a balanced hermeneutics of suspicion and trust. It closes with a discussion of cross-cultural collaboration and advocacy, reflecting the interest of curriculum scholars in a wide range of countries in this study-based, lead-learning approach to curriculum development.
(source: Nielsen Book Data)9780415704274 20160618
Education Library (Cubberley)
Book
viii, 85 p. ; 24 cm.
  • Making Changes Happen in Terra Incognita
  • Mediating the Complexity of Teaching and Learning
  • Surf's Up
  • Practical Applications to Pedagogy
  • Occupy Education.
Education Library (Cubberley)
Book
x, 158 p. : ill. ; 24 cm.
  • Chapter 1 Interrupting Understandings of Curriculum Making Chapter 2 Narrative Inquiry As Relational Multiperspectival Inquiry Chapter 3 Loyla's Familial Curriculum Making in the Home and CommunityChapter 4 Ji-Sook's and Brent's Stories to Live By Chapter 5 The School Curriculum Making of Ji-Sook and Brent Chapter 6 The Familial Curriculum Making of Ji-Sook, Brent, and Their Families Chapter 7 Living in Two Worlds of Curriculum Making: Children as World Travellers Chapter 8 Conceptualizing Curriculum Making as Interwoven With Identity Making and Assessment Making Chapter 9 Worlds and, of Necessity, World Travel: Conversations With Curriculum Theorists, Parents, Others, and Teacher Educators.
  • (source: Nielsen Book Data)9780857248275 20160603
This book documents a radical shift in thinking from focusing on the school as the place where curriculum is made to realizing the ways children and families are engaged as curriculum makers in homes, in communities, and in the spaces in-between, outside of school. The narrative inquiry framing this book investigates the tensions experienced by teachers, children and families as they make curriculum attentive to lives. It draws on a research project involving multiperspectival narrative inquiries spanning four research sites and traces the tensions experienced by children, families and teachers in multiple curriculum making sites and some of the profound identity making and assessment making implications that become visible. Its attention to the relational in narrative inquiry is focused on tensions that shape lives and, as well, the unfolding of narrative inquiries. This informative book has a wide reaching audience of educational researchers, teacher educators, research methodologists, particularly those interested in narrative inquiry, curriculum scholars, graduate students, university faculty, teachers, administrators and parents alike.
(source: Nielsen Book Data)9780857248275 20160603
Education Library (Cubberley)
Book
99 p.
SAL3 (off-campus storage)
Book
ix, 176 p. : ill. ; 27 cm.
  • Acknowledgments About the Authors Preface List of Figures 1. Defining Effective Curriculum Leadership What Is Curriculum? Curriculum is the Essential Function Dynamic Curriculum Leadership School Leaders Must Also Be Curriculum Leaders The Leader as Helper and Guide Accepting the Challenge of Curriculum Leadership Summary End Notes 2. Basic Tasks of Curriculum Leadership Defining the Program Collarborating for Success Providing the Path Coordinating Activity The Leader's Role Summary End Notes 3. Making Curriculum Purposeful Finding Your School Philosophy Techniques for Finding Consensus If-Then Logic The Role of Standards and Benchmarks Clarifying Goals and Objectives Pre-Assessing School Capacity Establishing a Destination Validation as a Critical Element Summary Sample Problems and Leader Actions End Notes 4. Building the School Curriculum Team Selecting the Team Using Committees to Activate Change Small Groups Conducting Meetings Conferencing Other Methods of Effective Communication Leadership Style and Climate Formation Achieving Consensus for School Improvement Summary Sample Problems and Leader Actions End Notes 5. Constructing the Path for Curriculum Improvement Visioning Clarifying the Steps The Use of Feedback in Curriculum Work Management and Time-Dating Goals Standards as Boundaries, Not Goals Summary Sample Problems and Leader Actions End Notes 6. Detailed Planning to Implement Change Curriculum Mapping Alignment Criteria Standards in the Curriculum An Emerging Blueprint for School Improvement Planning Tools That Empower Summary Sample Problems and Leader Actions End Notes 7. Curriculum Improvement Means Staff Development Teachers as the Critical Ingedient Why Many Teachers Dislike Staff Development Preferred Staff Development Designs Assessing Staff Development Efforts A Word About Adult Learners Curriculum as the Rationale for Staff Development Summary Sample Problems and Leader Actions End Notes 8. Closing the Circle Through Evaluation General Functions A Generic Design Four Purposes of Evaluation Eight Areas for Study Using Technology in Evaluation Summary Sample Problems and Leader Actions End Notes 9. Coordinating Successful Curriculum Work Some Reasons for Curriculum Failure The Elements of a Comprehensive Plan We're All in This Together Planning Tools Reporting to the Board and Superintendent Timing Is Everything in School Improvement Program Evaluation and Review A Bath Tub Filling Up Boosters That Can Accelerate Change Summary Sample Problems and Leader Actions End Notes Resource A. Reproducible Planning Sheets Resource B. Standard Curriculum Planning Resources Resource C. Curriculum Resources Sites on the Internet Resource D. Recommended Resource for Keeping Up-to-Date Resource E. Glossary of Terms References Index.
  • (source: Nielsen Book Data)9781412961400 20160528
'A book that every practitioner should own. The author has managed to describe the complex process of curriculum development in plain English' - John Lundt, Professor of Educational Leadership University of Montana. Develop a curriculum that can transform an ordinary school into a school of excellence! Curriculum development, an essential part of educational leadership, helps schools establish purpose, define activities, and guide decision making. This thought-provoking how-to resource helps leaders make sound choices and develop constructive policies as they guide a school team through this critical school improvement effort.Written by an expert in the field, this handbook introduces educational leaders to dynamic curriculum leadership and a curriculum development process that leads to highly successful school programs. The author demonstrates how administrators can adapt curriculum to meet their school's changing needs, incorporate emerging technologies, and reflect new and creative ways of thinking about education. The book walks educational leaders through the process, showing them how to: move beyond maintenance and management to address short- and long-term school reform; create a school curriculum team; establish a regular curriculum cycle of analysis, design, implementation, and evaluation; and, develop a path for curriculum improvement. Filled with case studies, sample challenges and solutions, planning sheets, and more, "Leading Curriculum Development" is a much-needed guide for designing academic programs that lead to excellence in student achievement.
(source: Nielsen Book Data)9781412961400 20160528
Education Library (Cubberley)
Book
183 p. : ill. ; 26 cm.
SAL3 (off-campus storage)
Book
xiii, 384 p. : ill. ; 25 cm.
SAL3 (off-campus storage)
Book
ix, 636 p. : ill. ; 24 cm.
Education Library (Cubberley)
Book
xviii, 478 p. ; 27 cm.
SAL3 (off-campus storage)
Book
xi, 259 p. ; 22 cm.
A study covering curriculum theory, history and subjects as well as the relation between the educational curriculum, the school and the teacher.
(source: Nielsen Book Data)9780700510412 20160527
SAL3 (off-campus storage)
Book
xviii, 398 p. ; 24 cm.
SAL3 (off-campus storage)
Book
xii, 353 p. : ill. ; 26 cm.
SAL3 (off-campus storage)
Book
xiii, 301 p. : ill. ; 24 cm.
SAL3 (off-campus storage)
Book
199 p. : ill. ; 22 cm.
SAL3 (off-campus storage)
Book
x, 398 p. : ill. ; 26 cm.
SAL3 (off-campus storage)
Book
xii, 340 p. : ill. ; 24 cm.
SAL3 (off-campus storage)
Book
v. : ill. ; 23 cm.
SAL3 (off-campus storage)

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