Contemporary Issues in Curriculum, 6th edition

Published by Pearson (July 14, 2021) © 2022

  • Allan C. Ornstein St. John's University
  • Edward G. Pajak Johns Hopkins University
  • Stacey B. Ornstein New York University
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  • A print edition

This product is expected to ship within 3-6 business days for US and 5-10 business days for Canadian customers.

Products list
$197.32

Price Reduced From: $246.65

Details

  • A print edition

This product is expected to ship within 3-6 business days for US and 5-10 business days for Canadian customers.

Table of contents

  • Preface  
  • Part One:  Curriculum and Philosophy  
  • Chapter  1          Philosophy as A Basis for Curriculum Decisions
  • Chapter  2          Goals and Objectives  
  • CHAPTER 3    WHAT DOES IT MEAN TO SAY A SCHOOL IS DOING WELL?
  • Chapter  4          Art And Imagination: Overcoming A Desperate Stasis 
  • CHAPTER 5    A COMMON CORE OF READINESS, Robert Rothman
  • Pro-Con Chart 1  Should the schools introduce a values-centered curriculum for all students?  
  • Case Study 1  A Clash Concerning the Arts Curriculum  
  • Part Two:  Curriculum And Teaching  
  • Chapter  6          Teaching Themes of Care  
  • Chapter  7          The Heart of A Teacher
  • Chapter  8          Critical Issues In Teaching 
  • Chapter  9          Productive Teachers: Assessing The Knowledge Base 
  • Chapter 10         Honoring Diverse Styles Of Beginning Teachers
  • Chapter 11         Keeping Good Teachers: What It Matters, What Leaders Can Do
  • Pro-Con Chart 2  Should teachers be held accountable for their teaching?  
  • Case Study 2  School District Proposes Evaluations by Students  
  • Part Three:  Curriculum And Learning  
  • Chapter 12         Grappling 
  • Chapter 13         Creating Creative Minds
  • Chapter 14         The Cognitive-Developmental Approach to Moral Education
  • CHAPTER 15  TARGETED, NOT UNIVERSAL PRE-K
  • CHAPTER 16  DEMOGRAPHICS AND EXCELLENCE IN THE 21ST CENTURY  
  • Chapter 17         Disciplining The Mind
  • Pro-Con Chart 3  Should special education students be grouped (mainstreamed) into regular education classes?</

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