Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010133836 | LB2806.15 S64 2003 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
This revised edition of the author′s award-winning book about curriculum, content standards, teaching, and testing keeps a solid focus on today′s critical issues of accountability and best classroom practices for teaching and learning. Topics covered include written curriculum and hidden curriculum; juggling stakeholder needs; educational planning and public policy; the impact of new technologies; what we now know about how learning takes place; classroom discourse and management; traditional, alternative, and high-stakes assessments; and how best to plan and implement professional development and action research to ensure that today′s reflective teachers succeed in meeting students′ educational needs.
Reviews 1
Choice Review
Solomon (St. Thomas Aquinas College, Sparkill, NY) makes a strong connection between the theory of curriculum standards and practical application for classroom teachers and educational leaders. She begins by tracing the evolution of the standards movement and society's expectations for increasing student learning. In a brief but insightful section covering the current research on how effective learning occurs, Solomon gives practicing educators a decision-making template for determining content and instructional strategies. In the middle section she makes important connections between the traditional goals-and-objectives curriculum development approach and standards-based curriculum. She aids practicing educators by presenting insightful examples of the horizontal articulation of standards through content performance and enabling standards. Through the metaphor of a classroom as theater, Solomon assists readers in many vital areas that support creative standards-based classrooms: the organization of students; allocation of time, space, and place; use of materials and technology; participant roles; teacher structured activities; and student achievement measurers. The Curriculum Bridge is an exceptional "how to" resource for practicing educators and a supplemental text and reference for undergraduate or graduate students. J. A. Beckwith; Northeastern Illinois University
Table of Contents
| Preface |
| Acknowledgments |
| About the Author |
| 1 Why Standards and Tests Are on the Front Page |
| 2 Who Chooses the Curriculum: Are Standards and Tests Necessary? |
| 3 What We NOW Know About How Learning Happens |
| 4 Choosing Standards and "Designing Them Down" |
| 5 Constructing Creative Classrooms |
| 6 How Are We Doing?: Measuring Success |
| 7 Where Do We Go From Here? |
| References |
| Index |
