This book crosses the divide between theoreticians and practitioners by demonstrating how curriculum theories and models are applied in classrooms today. It ties together broad educational theories such as progressivism, essentialism, perennialism, etc.; curriculum models, characterized as learner-centered, society-centered or knowledge-centered; and exemplars of curriculum theories and models, such as Reggio Emilia, Core Knowledge, the International Baccalaureate, etc.
1. Toward Definition(s)
Curriculum as Prescription
Curriculum as Experience
2 Reading Between the Lines
Planned vs. Experienced Curriculum
Narrow vs. Expansive Definitions
Training Up and Leading Forth
3. A Few Questions
What are the goals of the curriculum?
What knowledge is of most worth?
Guessing the Future
What values should be taught and learned?
What essential skills are at stake?
What is an appropriate view of society?
What do we believe about students?
What are the implications for a pluralistic society?
4. The Progressive Paradigm
A Brief History
The Eight-Year Study
Progressive Curriculum
Teacher Role
Student Role
Environment
Assessment
5. The Learner-Centered Curriculum
Goal Structure
Open Education
A. S. Neill and Summerhill School
Affective Education
Developmentally Appropriate Practice
The Doctrine of Interest
Creativity and Self-Direction
Syntactic Complexity
Exemplar 1—Sudbury Schools: A Learner-Centered and Learner-Controlled Approach
Exemplar 2—The Exploratory: Experiences Curriculum for Elementary Schools: An Interest Center Approach
Exemplar 3—Reggio Emilia Education: A Project-Based Child-Centered Community Approach
6. The Society-Centered Curriculum
Emphasis on the Group and the Self in Group Context
Teacher Role
Integrated Studies
The Principal Speaks: A Society-Centered Curricular Perspective
Exemplar 4—The Foxfire Curriculum: Cultural Journalism
Exemplar 5—Unified Science and Mathematics for Elementary Schools (USMES) Approach: Real World Problem Solving
7 The Knowledge-Centered Curriculum
A Liberal Education
Textbooks as Curriculum
Curriculum as Process
Ways of Knowing
E. D. Hirsch’s Core Knowledge Curriculum: Cultural Literacy
Mortimer Adler’s Paideia Proposal: An Educational Manifesto
Of Differences and Similarities
Keys to the Knowledge-Centered Curriculum
Traditional Curriculum Philosophies: Essentialism and Perennialism
Back to Bruner for a Minute
The Structure of Knowledge Within a Discipline
The Essentialist Paradigm
The Essentialist Curriculum
Teacher Role
Student Role
Organization of the Curriculum
Assessment
Thinking About Essentialism
Is an Essentialist Curriculum a Match for Your School?
Exemplar 6—E. D. Hirsch Jr’s. Core Knowledge Curriculum: Essentialism
Exemplar 7—Mortimer Adler’s Paideia Curriculum: Perennialism
Exemplar 8—The International Baccalaureate Diploma Programme: A Worldwide Curriculum
8. Parting Thoughts
Bibliography
Biography
Arthur K. Ellis, a former public school teacher, is Director of the International Center for Curriculum Studies and Professor of Education at Seattle Pacific University. He is the author of the highly acclaimed Teaching and Learning Elementary Social Studies, Seventh Edition (Allyn and Bacon), Research on Educational Innovations, Third Edition and Teaching, Learning, and Assessment Together (both Eye On Education). Dr. Ellis is the author or coauthor of 18 published books and numerous journal articles. He consults to school systems in the United States and is involved in a wide range of professional activities in Russia, China, Spain, and other countries. He is also the coauthor of “Journeys of Discovery,” an integrated studies curriculum for schools.
