’Comprehensive in scope, this book thoroughly lays out what a classroom teacher or curriculum developer needs to do to create an effective curriculum that can then be adapted into actual classroom instruction.’
—Stephen D. Shepperd, Principal
Sunnyside Elementary School, Kellogg, ID
Translate standards into classroom curriculum that fulfills accountability requirements and meets students′ learning needs!
Meeting the individual needs of students and the requirements of federal mandates is a challenge that educators face every day. This third edition of an award-winning book focuses on curriculum, content standards, teaching, and testing and provides teachers with solid guidelines for best practices.
In this detailed, comprehensive guide, Pearl Gold Solomon discusses the bridge between the written and the taught curriculum and gives readers a big-picture overview of how the current political environment and public opinion affect standards and curriculum. The book offers:
- An up-to-date review of educational research, including how learning takes place
- Ways to connect curriculum and standards to best teaching practices
- Information on traditional, alternative, and high-stakes assessments
- Expanded coverage of how best to plan and implement professional development
This information-rich resource is an indispensable tool for all educators who want to make informed and meaningful decisions to promote standards-based instruction, improve student outcomes, and create the best possible environments for learning.
Innehållsförteckning
Preface to the Third Edition
Who Should Read This Book
What This Book Is About
Acknowledgments
About the Author
1. Why Standards and Tests Are on the Front Page
About This Chapter
At the Top of the Political Agenda: Education
Why the Focus on Standards and Tests?
The No Child Left Behind Legislation
Economic Influences and Some Words of Caution
The Media Influence Opinions on Standards
The Origins of the Current Wave of Public Concern
Initial Responses of the Educational Community
Government Calls for Reform
Initial Responses to the Calls for Reform
Standards in Other Countries
A Summary: Systemic Change, Restructuring, and Reform
Notes
2. Who Chooses the Curriculum? Are Standards and Tests Necessary?
About This Chapter
Some Charismatic Differences of Opinion
The Public Concerns, Opinions, and Influences
Teachers and Teacher Organizations Respond
University Professors and Researchers Respond
Forms of Curriculum Control
Nongovernment Influences on Curriculum
Getting Ready to Design Curriculum
Notes
3. About How Learning Happens
About This Chapter
Educational Philosophy: Piaget and Constructivism
Compromise
The Changing Nature of the Concept of Intelligence
Cognition, Metacognition, and Goals: Connections to Practice
Interest
Real Experiences and Technology in the Instructional Process
Connecting Research to Practice: Summary Hypotheses
Notes
4. Choosing Standards and ?Designing Them Down?
About This Chapter
The Curriculum Committee Meets
A Bit of History
Defining Standards in New Terms
Curriculum Enactment
5. Constructing Creative Classrooms
About This Chapter?Dealing With the Differences
Organizing the Environment
The Actors: The Performers and Their Director
The Script: The Overall Plot
Notes
6. How Are We Doing? Measuring Success
About This Chapter
Standards and Their Measures
The Purposes of Measures or Assessments
A History of Assessment Forms
The Quality and Consequences of High-Stakes Assessments
Improving HSSB Tests
Where Should Meg, April, and Brad Begin?
Challenge 1: Establishing Validity and Testing Reliability
Challenge 2: Tasks or Performances Versus Concepts
Challenge 3: Writing Rubrics
Challenge 4: Disaggregating the Assessment Results
Challenge 5: Levels of Performance, Grading
Challenge 6: Sharing Results With Students, Parents, and the Community
Notes
7. Where Do We Go From Here?
About This Chapter
Where Will the Leadership for Needed Change Come From?
Professional Development for Teachers
Using Technology and Its Networks for Sharing Curriculum and Research
Technology for Communicating With Our Public
Notes
References
Index
Om författaren
Pearl G. Solomon is professor emerita of teacher education at St. Thomas Aquinas College in Sparkill, New York. She has served as a director and officer for professional organizations and as a consultant to many school districts, the New York State Education Department, and the United States Department of Education. Solomon is the recipient of a number of special awards from the state and community for her work in science, math, health, and career education.
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