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This book exhibits a collection of proposals for how school
curriculum may be conceived, designed, and realized. These
proposals are drawn from writers both past and present who have
presented some particular vision of what curriculum could be like
for Pre-K--12 schools and have sought to convince others to adopt
their proposal for use in some actual school situation. The
proposals differ from one another in a variety of ways, including
in their purposes, their contents, and their perspectives, and thus
pose a wealth of options for consideration by those who are
planning to change their school curriculum to something new and
more suitable for their particular clientele. Readers will need to
weigh the appeal of various proposals presented here against
criteria they have for locating an optimum model for their
particular situation. The proposals selected for inclusion in this
book address the whole of the curriculum–all levels, all
subjects, all age-groups; they deal with entire program change
rather than with incidental changes in content, program
arrangements, teaching approaches, or other limited alterations.
This book is intended to be a useful resource for those responsible
for making decisions in a particular school or school district or
at a broader policy-making level, about what the entire curriculum
should be and should include. It draws attention to the work of
many thoughtful persons who have dealt with the issue of what a
coherent curriculum might be like and who, in some instances, have
set up actual programs based on their ideas.
This book exhibits a collection of proposals for how school
curriculum may be conceived, designed, and realized. These
proposals are drawn from writers both past and present who have
presented some particular vision of what curriculum could be like
for Pre-K--12 schools and have sought to convince others to adopt
their proposal for use in some actual school situation. The
proposals differ from one another in a variety of ways, including
in their purposes, their contents, and their perspectives, and thus
pose a wealth of options for consideration by those who are
planning to change their school curriculum to something new and
more suitable for their particular clientele. Readers will need to
weigh the appeal of various proposals presented here against
criteria they have for locating an optimum model for their
particular situation. The proposals selected for inclusion in this
book address the whole of the curriculum–all levels, all
subjects, all age-groups; they deal with entire program change
rather than with incidental changes in content, program
arrangements, teaching approaches, or other limited alterations.
This book is intended to be a useful resource for those responsible
for making decisions in a particular school or school district or
at a broader policy-making level, about what the entire curriculum
should be and should include. It draws attention to the work of
many thoughtful persons who have dealt with the issue of what a
coherent curriculum might be like and who, in some instances, have
set up actual programs based on their ideas.
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