Deciding What to Teach & Test: Developing, Aligning, and Leading the Curriculum

Preface: America's Continuing Educational Canterbury Tales Acknowledgments About the Author Introduction to the Third Edition 1. The Function of Curriculum in Schools 1.1 What Is Curriculum? 1.2 Curriculum Design and Delivery 1.3 Curriculum Coordination and Articulation 1.4 Combining Design and Delivery Issues in Schools 1.5 Formal, Informal, and the Hidden Curriculum 1.6 Curriculum and the Cultural Arbitrary 1.7 Conventional Practices and Complaints About Curriculum 1.8 The Necessary Requirements of an Imperfect Curriculum 1.9 A Clarifying Model of the Critical Curricular Relationships and Terms 2. A Template for Curriculum Construction 2.1 The Traditional View of Developing Curriculum 2.2 Using a Needs Assessment to Develop a Curricular Framework 2.3 Constructing Curriculum With Gap Data 2.4 Constructing User Friendly Curriculum Work Plans 2.5 Moving From Curriculum Content to Work Tasks 2.6 Constructing User Friendly Curriculum Guides 2.7 Essential Elements in Curriculum Guides 2.8 Setting Content Priorities and Expressing Time Values 2.9 A Word About Sequence and Stress 2.10 A Recommended Curriculum Guide Format 3. Aligning the Curriculum 3.1 The Process of Alignment by Frontloading 3.2 The Process of Alignment via Backloading 3.3 How to Do Alignment 3.4 Other Issues in the Alignment Procedure 4. The Challenge of Curriculum Leadership in the Teaching and Testing Nexus 4.1 Considering The Full Responsibility for Curriculum Leadership 4.2 Who Benefits From the Perpetuation of the Cultural Capital Embraced by State Imposed Accountability Models? 4.3 Avoiding Deficit Mindsets, Models, and Cultural Marginalization of Others 4.4 Not All Data Are Valuable or Relevant 4.5 Avoiding Outmoded Management Models 4.6 Understanding the Drawbacks of Top-Down Supervisory Approaches 4.7 The Nexus of Curriculum Leadership 4.8 Some Concluding Thoughts Glossary of Terms References Index