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The Curriculum Bridge: From Standards to Actual Classroom Practice

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Titel: The Curriculum Bridge: From Standards to Actual Classroom Practice

ISBN: 1412969840
EAN: 9781412969840
Sprache: Englisch.
Herausgegeben von Pearl G. Solomon
CORWIN PR INC

1. Januar 2009 - kartoniert - 225 Seiten

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Thisáthird edition of the author's award-winning book about curriculum, content standards, teaching, and testing keeps a solid focus on today's critical issues of accountability and best classroom practices for teaching and learning. Topics covered include written curriculum and hidden curriculum; juggling stakeholder needs; educational planning and public policy; the impact of new technologies; what we now know about how learning takes place; classroom discourse and management; traditional, alternative, and high-stakes assessments; and how best to plan and implement professional development and action research to ensure that today's reflective teachers succeed in meeting students' educational needs. The third edition provides an up-to-date picture of the education sub-culture in the context of its interactions with the greater cultures in whicháeducators and studentsáreside. This edition also examines the rapidly expanding body of findings of research in the areas of curriculum and learning, assessment, education-related neuroscience, and professional development.
Preface to the Third Edition
Who Should Read This Book
What This Book Is About
Acknowledgments
About the Author
1. Why Standards and Tests Are on the Front Page
About This Chapter
At the Top of the Political Agenda: Education
Why the Focus on Standards and Tests?
The No Child Left Behind Legislation
Economic Influences and Some Words of Caution
The Media Influence Opinions on Standards
The Origins of the Current Wave of Public Concern
Initial Responses of the Educational Community
Government Calls for Reform
Initial Responses to the Calls for Reform
Standards in Other Countries
A Summary: Systemic Change, Restructuring, and Reform
Notes
2. Who Chooses the Curriculum? Are Standards and Tests Necessary?
About This Chapter
Some Charismatic Differences of Opinion
The Public Concerns, Opinions, and Influences
Teachers and Teacher Organizations Respond
University Professors and Researchers Respond
Forms of Curriculum Control
Nongovernment Influences on Curriculum
Getting Ready to Design Curriculum
Notes
3. About How Learning Happens
About This Chapter
Educational Philosophy: Piaget and Constructivism
Compromise
The Changing Nature of the Concept of Intelligence
Cognition, Metacognition, and Goals: Connections to Practice
Interest
Real Experiences and Technology in the Instructional Process
Connecting Research to Practice: Summary Hypotheses
Notes
4. Choosing Standards and ?Designing Them Down?
About This Chapter
The Curriculum Committee Meets
A Bit of History
Defining Standards in New Terms
Curriculum Enactment
5. Constructing Creative Classrooms
About This Chapter?Dealing With the Differences
Organizing the Environment
The Actors: The Performers and Their Director
The Script: The Overall Plot
Notes
6. How Are We Doing? Measuring Success
About This Chapter
Standards and Their Measures
The Purposes of Measures or Assessments
A History of Assessment Forms
The Quality and Consequences of High-Stakes Assessments
Improving HSSB Tests
Where Should Meg, April, and Brad Begin?
Challenge 1: Establishing Validity and Testing Reliability
Challenge 2: Tasks or Performances Versus Concepts
Challenge 3: Writing Rubrics
Challenge 4: Disaggregating the Assessment Results
Challenge 5: Levels of Performance, Grading
Challenge 6: Sharing Results With Students, Parents, and the Community
Notes
7. Where Do We Go From Here?
About This Chapter
Where Will the Leadership for Needed Change Come From?
Professional Development for Teachers
Using Technology and Its Networks for Sharing Curriculum and Research
Technology for Communicating With Our Public
Notes
References
Index

Pearl G. Solomon is professor emerita of teacher education at St. Thomas Aquinas College in Sparkill, New York. She has served as a director and officer for professional organizations and as a consultant to many school districts, the New York State Education Department, and the United States Department of Education. Solomon is the recipient of a number of special awards from the state and community for her work in science, math, health, and career education.
"Comprehensive in scope, this book thoroughly lays out what a classroom teacher or curriculum developer needs to do to create an effective curriculum that can then be adapted into actual classroom instruction."
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