Curriculum Development: Theory into Practice

Daniel Tanner, Laurel N. Tanner

ISBN 10: 0024189308 / ISBN 13: 9780024189301

Published by Macmillan Publishing Co., Inc., New York, 1975

About this Item

The hardcover binding is intact with some minor wear visible on the spine and corners. The pages are clean without any inscriptions or library markings. The absence of a dust jacket is noted, and overall, the book is well-preserved for its age. unknown (no dust jacket visible).

Seller Inventory # A12-B3-ALT-0035

Bibliographic Details

• Title: Curriculum Development: Theory into Practice
• Publisher: Macmillan Publishing Co., Inc., New York
• Publication Date: 1975
• Language: English
• ISBN 10: 0024189308
• ISBN 13: 9780024189301
• Binding: Hardcover
• Condition: Good

About this title

Synopsis

With its focus on the application of theory to actual classroom practice, this book's treatment of the full spectrum of curriculum design and practice has set the standard for completeness for nearly two decades. Part I explores the historical roots of current curriculum issues and practices, emphasizing the assessment of leading efforts at reform. Part II offers a critique of changing concepts of curriculum, conflicting curriculum and educational rationales, and influences for and against change. In Part III, major crosscurrents in reform and reconstruction are discussed, including social crises, the “knowledge explosion”, curriculum articulation, and emerging designs. Part IV focuses on curriculum research and improvement, paying particular attention to the roles of teachers, supervisors, administrators, and curriculum specialists in the process.

From the Publisher

The long-awaited revision of this classic curriculum text! With its focus on the application of theory to actual classroom practice, this text's treatment of the full spectrum of curriculum design and practice has set the standard for completeness for nearly two decades. Part I explores the historical roots of current curriculum issues and practices, emphasizing the assessment of leading efforts at reform. Part II offers a critique of changing concepts of curriculum, conflicting curriculum and educational rationales, and influences for and against change. In Part III, major crosscurrents in reform and reconstruction are discussed, including social crises, the "knowledge explosion", curriculum articulation, and emerging designs. Part IV focuses on curriculum research and improvement, paying particular attention to the roles of teachers, supervisors, administrators, and curriculum specialists in the process.