Balanced, yet eclectic in its approach, Contemporary Issues in Curriculum reflects the emergent trends in the field of curriculum. The third edition of this issues-oriented collection offers 36 articles by the major thinkers in curriculum study. Designed for readers interested in curriculum, instruction, administration, and teacher education, it explores the issues that affect implementation, planning, and evaluation of curriculum at all levels of learning. The editors have organized the collection 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 beliefs and those that are more controversial in nature, giving readers the opportunity to investigate the breadth of issues that affect curriculum and to access such information in a single source. Readers are encouraged to examine and debate these issues, to formulate their own ideas, and to shape what direction the field of curriculum should take. Designed for anyone interested in curriculum, curriculum development, curriculum and instruction, and curriculum issues.

From the Back Cover

Featuring 25% new content, the fifth edition of Contemporary Issues in Curriculum addresses issues in implementation, planning, and evaluation of curriculum at all levels of learning. Divided into six parts—Philosophy, Teaching, Learning, Instruction, Supervision, and Policy— the new edition of this balanced yet eclectic text features ten new chapters written by notable authors including Larry Cuban, Howard Gardner, Andrew Hargreaves, Linda Darling-Hammond, and Stanley Pogrow.

With each new chapter, readers are asked to consider a new author’s viewpoint, thought process, and conclusions about significant and current curriculum issues, from traditional and commonly accepted beliefs to more controversial and cotemporary ideas. Through a variety of learning aids and discussion questions, readers are encouraged to analyze and debate these issues, to formulate their own opinions, and begin to shape their own original ideas about the future direction of curriculum.

Focus Questions at the beginning of each chapter offer an advance organizer and encourage critical thinking.

Discussion Questions at the end of each chapter encourage student analysis as well as opportunities for further thought and classroom dialogue.

Case Studies at the end of each Partinitiate thoughtful discussion of how curriculum issues are played out in the in-service world.

“Pro-Con Chart” features succinctly detail the argument and counterargument for the issue covered in each part, allowing readers to better understand the complexities.

Curriculum Scholar Profiles at the beginning of each section highlight the achievements of six prominent leaders in the curriculum field.

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