Summary

Understanding and Shaping Curriculum: What We Teach and Whyintroduces readers to curriculum as knowledge, curriculum as work, and curriculum as professional practice. Author Thomas W. Hewitt discusses curriculum from theoretical and practical perspectives to not only acquaint readers with the study of curriculum, but also help them to become effective curriculum practitioners. Key Features: Emphasizes the various dimensions of curriculum practice:Becoming a curriculum practitioner requires understanding academic-practice knowledge, the forces shaping curriculum, the array of curriculum work from policymaking to evaluation, and how those are integrated forming a sense of professional practice. This book examines curriculum knowledge that is both academic and practice based. Brings theoretical concepts to life:′Perspective into Practice′ sections illustrate the relevance of the material to both elementary and secondary school settings and contexts. In addition, end-of-chapter resources provide ideas for further discussion and assignments that address different roles and the various dimensions of curriculum practice. Examines current issues:Part of being a good practitioner is understanding the inevitability of change and the necessity to keep current about issues and trends that affect both the knowledge and the work of curriculum. Separate chapters on issues and trends give students the opportunity to explore what is happening in today′s schools and curriculum.

Intended Audience:This is an ideal text for masters and doctoral-level courses on Curriculum, Curriculum Development, and Curriculum Design.

Choice Review

In this textbook, Hewitt (emer., Univ. of South Alabama) instructs the reader in curricular conceptualizations while enumerating the challenges of curriculum implementation in the context of school reform. Divided into four sections, the text begins with an overview of curriculum and continues with theoretical bases and models of curricula. The third section focuses on practitioners' perspectives, and the final section discusses challenges confronting curriculum change, spotlighting contemporary curriculum issues, trends, and future projections. The author emphasizes various dimensions of curriculum work, from the academic perspective of current curriculum researchers to the firsthand knowledge of curriculum designers. Readers will be familiar not only with the scholarly study of curriculum but also with effective approaches of curriculum practitioners. Liberal use of examples and summary charts provide excellent touchstones. Pedagogical features include end-of-chapter summaries, critical perspective questions with suggested activities relevant to both elementary and secondary school contexts, a selection of media and online resources to expand the topic of curriculum study, and chapter-specific reference lists. This textbook is ideal for graduate-level courses in curriculum study. ^BSumming Up: Recommended. Graduate students. S. Buczynski University of San Diego