Curriculum Development; Theory into Practice

Tanner, Daniel and Laurel N. Tanner

ISBN 10: 0024189308 / ISBN 13: 9780024189301

Published by Macmillan, 1975

About this Item

Dk. blue cl., gilt, silver lettering. xviii, 734pp. incl. name index, subject index. V. light foxing on some forematter pp. and edges, o.w. NEW COPY.

Seller Inventory # ABE-1633274743658

Bibliographic Details

• Title: Curriculum Development; Theory into Practice
• Publisher: Macmillan
• Publication Date: 1975
• Language: English
• ISBN 10: 0024189308
• ISBN 13: 9780024189301
• Binding: Hardcover
• Condition: As New
• Dust Jacket Condition: No Jacket
• Seller catalogs:
  • Social Studies

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.