04823oam 2200529 450 991080686210332120170523091603.01-78268-277-51-4522-6663-81-4522-1846-3(OCoLC)808684224(MiFhGG)GVRL5YHI(EXLCZ)99267000000023338320111005d2012 uy 0engurun|---uuuuatxtccrCurriculum and instruction /volume editor, A. Jonathan EakleThousand Oaks, Calif. :Sage Publications,2012.1 online resource (xxviii, 344 pages)Debating issues in American education ;volume 2Description based on print version record.1-322-30569-2 1-4129-8808-X Includes bibliographical references and index.""CURRICULUM AND INSTRUCTION-FRONT COVER""; ""CURRICULUM AND INSTRUCTION""; ""CONTENTS""; ""ABOUT THE EDITORS-IN-CHIEF""; ""ABOUT THE VOLUME EDITOR""; ""ABOUT THE CONTRIBUTORS""; ""INTRODUCTION""; ""THEORIES OF EDUCATION ANDITS DESIGN AND PRACTICE""; ""Democratic Education""; ""Education and Privilege""; ""Mentorship, Education, and Disciplinary Knowledge""; ""Discipline and Control Models of Curriculum and Instruction""; ""HOW TO READ WHAT FOLLOWS""; ""Further Readings and Resources""; ""1. Do Curriculum and Instruction in Schools Need to Be More or Less Programmatic?""""OVERVIEW: A. Jonathan Eakle, The Johns Hopkins University""""POINT: Marcia H. Davis The Johns Hopkins University""; ""PROGRAMMATIC INSTRUCTION AND THE INEXPERIENCED TEACHER""; ""EXPERIENCED TEACHERS AS INEXPERIENCED CURRICULUM WRITERS""; ""CONSISTENCY AND COOPERATION AMONG TEACHERS""; ""SYSTEMATIC INSTRUCTION""; ""PROFESSIONAL DEVELOPMENT""; ""SCHOOL TURNAROUND""; ""CONCLUSION""; ""COUNTERPOINT: Judith T. Lysaker Purdue University""; ""ECOSYSTEM OF RELATIONSHIPS AMONG STUDENTS, TEACHERS, AND CURRICULUM""; ""Teacher�Learner Relationship""; ""Learner�Curriculum Relationship""""Teacher�Curriculum Relationship""""PROGRAMMED CURRICULUM AND THE DISRUPTION OF THE ECOSYSTEM OF RELATIONSHIPS""; ""CONCLUSION""; ""Further Readings and Resources""; ""Court Cases and Statutes""; ""2. Should Teachers Have a Voice in Statewide Curricula Decisions?""; ""OVERVIEW: A. Jonathan Eakle, The Johns Hopkins University""; ""POINT: Jennifer Jones Radford University""; ""TEACHERS ARE CONTENT AND PRACTICE EXPERTS""; ""TOP-DOWN MODELS ARE INEFFECTIVE""; ""TEACHERS ARE PROFESSIONALS""; ""ACCOUNTABILITY REQUIRES PARTICIPATION""""COUNTERPOINT: Stergios G. Botzakis The University of Tennessee""""TEACHERS� LIMITATIONS""; ""A MODEL THAT WORKS""; ""VOICES FROM OUTSIDE""; ""CONCLUSION""; ""Further Readings and Resources""; ""Court Cases and Statutes""; ""3. Does National Accreditation of Education Schools Improve Teacher and Education Leadership Programs?""; ""OVERVIEW: A. Jonathan Eakle, The Johns Hopkins University""; ""POINT: Katharine Rasch Maryville University""; ""OPPORTUNITIES""; ""RESULTS OF EMPHASIS ON ASSESSMENT""; ""POLICY QUESTIONS""; ""CONCLUSION""""COUNTERPOINT: David Reinking and Jamie Colwell Clemson University""""BACKGROUND""; ""FUNDAMENTAL LIMITATIONS OF ACCREDITATION""; ""WEAK WARRANTS FOR PROGRAMMATIC IMPROVEMENT""; ""CONCLUSION""; ""Further Readings and Resources""; ""Court Cases and Statutes""; ""4. Should Standardized Student Assessments Guide Curriculum and Instruction in Schools?""; ""OVERVIEW: A. Jonathan Eakle, The Johns Hopkins University""; ""POINT: Marc L. Stein The Johns Hopkins University""; ""STANDARDS-BASED REFORM""; ""A CONCEPTUAL FRAMEWORK OF CURRICULUM""; ""IMPACT OF ASSESSMENT ON CURRICULUM AND INSTRUCTION""""Assessment and Curriculum Content Standards""The education of America's school children has many contentious issues. This volume in the point/counterpoint 'Debating Issues in American Education reference series tackles the topic of curriculum and instruction. Each chapter opens with an introductory essay by the volume editor, followed by point/counterpoint articles written and signed by invited experts, and concludes with further readings and resources.Debating Issues in American Education: A SAGE Reference SetCurriculum planningUnited StatesPublic schoolsCurriculaUnited StatesCurriculum planningPublic schoolsCurricula375.001Eakle A. Jonathan1957-MiFhGGMiFhGGBOOK9910806862103321Curriculum and instruction3940139UNINA