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Arabic as One Language
Integrating Dialect in the Arabic Language Curriculum
Mahmoud Al-Batal, Editor
Georgetown University Press

For decades, students learning the Arabic language have begun with Modern Standard Arabic (MSA) and then transitioned to learning spoken Arabic. While the MSA-first approach neither reflects the sociolinguistic reality of the language nor gives students the communicative skills required to fully function in Arabic, the field continues to debate the widespread adoption of this approach. Little research or evidence has been presented about the effectiveness of integrating dialect in the curriculum. With the recent publication of textbooks that integrate dialect in the Arabic curriculum, however, a more systematic analysis of such integration is clearly becoming necessary.

In this seminal volume, Mahmoud Al-Batal gathers key scholars who have implemented integration to present data and research on the method’s success. The studies address curricular models, students' outcomes, and attitudes of students and teachers using integration in their curricula. This volume is an essential resource for all teachers of Arabic language and those working in Teaching Arabic as a Foreign Language (TAFL).

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Assignments across the Curriculum
A National Study of College Writing
Dan Melzer
Utah State University Press, 2014

In Assignments across the Curriculum, Dan Melzer analyzes the rhetorical features and genres of writing assignments through the writing-to-learn and writing-in-the-disciplines perspectives. Presenting the results of his study of 2,101 writing assignments from undergraduate courses in the natural sciences, social sciences, business, and humanities in 100 postsecondary institutions in the United States, Assignments across the Curriculum is unique in its cross-institutional breadth and its focus on writing assignments.

The results provide a panoramic view of college writing in the United States. Melzer's framework begins with the rhetorical situations of the assignments—the purposes and audiences—and broadens to include the assignments' genres and discourse community contexts. Among his conclusions is that courses connected to a writing-across-the-curriculum (WAC) initiative ask students to write more often, in a greater variety of genres, and for a greater variety of purposes and audiences than non-WAC courses do, making a compelling case for the influence of the WAC movement.

Melzer's work also reveals patterns in the rhetorical situations, genres, and discourse communities of college writing in the United States. These larger patterns are of interest to WAC practitioners working with faculty across disciplines, to writing center coordinators and tutors working with students who bring assignments from a variety of fields, to composition program administrators, to first-year writing instructors interested in preparing students for college writing, and to high school teachers attempting to bridge the gap between high school and college writing.

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Basic Principles of Curriculum and Instruction
Ralph W. Tyler
University of Chicago Press, 2013
In 1949, a small book had a big impact on education. In just over one hundred pages, Ralph W. Tyler presented the concept that curriculum should be dynamic, a program under constant evaluation and revision. Curriculum had always been thought of as a static, set program, and in an era preoccupied with student testing, he offered the innovative idea that teachers and administrators should spend as much time evaluating their plans as they do assessing their students.

Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.

This emphasis on thoughtful evaluation has kept Basic Principles of Curriculum and Instruction a relevant, trusted companion for over sixty years. And with school districts across the nation working feverishly to align their curriculum with Common Core standards, Tyler's straightforward recommendations are sound and effective tools for educators working to create a curriculum that integrates national objectives with their students' needs.
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Basic Principles of Curriculum and Instruction
Ralph W. Tyler
University of Chicago Press, 2013
This is an auto-narrated audiobook version of this book.

In 1949, a small book had a big impact on education. In just over one hundred pages, Ralph W. Tyler presented the concept that curriculum should be dynamic, a program under constant evaluation and revision. Curriculum had always been thought of as a static, set program, and in an era preoccupied with student testing, he offered the innovative idea that teachers and administrators should spend as much time evaluating their plans as they do assessing their students.

Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.

This emphasis on thoughtful evaluation has kept Basic Principles of Curriculum and Instruction a relevant, trusted companion for over sixty years. And with school districts across the nation working feverishly to align their curriculum with Common Core standards, Tyler's straightforward recommendations are sound and effective tools for educators working to create a curriculum that integrates national objectives with their students' needs.
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Basic Principles of Curriculum and Instruction
Ralph W. Tyler
University of Chicago Press, 1969
What educational purposes should the school seek to attain, and what educational experiences can be provided that are likely to achieve these purposes? Rather than literally answering these questions of curriculum and instruction, Tyler develops a rationale for studying them, and suggests procedures for formulating answers and evaluating programs of study. Quite simply, his book outlines one way of viewing an instructional program as a functioning instrument of education.

The four sections of the book deal with ways of formulating, organizing, and evaluating the educational objectives that have been chosen for the curriculum. Tyler emphasizes the fact that curriculum planning is a continuous cyclical process, involving constand replanning, redevelopment, and reappraisal. Substitution of such an integrated view of an instructional program for hit-or-miss judgment as the basis for curriculum development cannot but result in an increasingly effective curriculum.
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Curriculum as Conversation
Transforming Traditions of Teaching and Learning
Arthur N. Applebee
University of Chicago Press, 1996

“Applebee's central point, the need to teach 'knowledge in context,' is absolutely crucial for the hopes of any reformed curriculum. His experience and knowledge give his voice an authority that makes many of the current proposals on both the left and right seem shallow by comparison.”—Gerald Graff, University of Chicago

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Curriculum or Craftsmanship
Elementary School Teachers in a Bureaucratic System
Harry L. Gracey
University of Chicago Press, 1972
Sociologist Harry L. Gracey spent two years studying an East-Coast school system, which he calls "Brookview," and determined that the bureaucratic social structure of schools can have a profound and irreversibly negative effect on the creativity of teachers. This volume tells the story of the "Wilbur Wright" elementary school in Brookview. It examines the relationship between the educational institution as a bureaucracy and the goals of the two main types of teaching orientation found in elementary schools such as Wright.

The majority of teachers are "production" oriented. They believe that their job is to see that the children in their charge complete as much of the standardized grade level curriculum as possible during the school year. They do achieve some success in preparing children for life in a society where bureaucracy is the dominant form of social organization.

The other significant type of teaching orientation is that of the "craftsmen." These instructors see their goal as the development of each individual's learning potential, with the curriculum built upon the specific needs and interests of each child. Bureaucratic school structures do nothing to promote this kind of teaching.

Any ideas that are at variance with the school's organizational structure will fail. The craftsman teachers do not have the time to communicate the standardized programs desired by the school board and also to make use of their own individualistic techniques. Further, the continued use of the former cancels the effects of the craftsman approach.

In delineating his conclusions, Professor Gracey includes his observations on the community and educational setting of the study, the two types of teachers, the administration, the parents, and the children's response to educational organization.

This study is unique in approaching its educational subject matter from a sociological point of view; Professor Gracey intended it as a study of behavior in organizations. It should also serve educational goals, however, and will therefore interest educators and concerned citizens as well as sociologists.
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Deaf Learners
Developments in Curriculum and Instruction
Donald F. Moores
Gallaudet University Press, 2006
This in-depth collection by 17 renowned international scholars that details a developmental framework to maximize academic success for deaf students from kindergarten through grade 12. Part One: The Context commences with an overview of the state of general education and that of deaf learners, followed by a state-of-the art philosophical position on the selection of curriculum. Part Two: The Content considers critical subjects for deaf learners and how to deliver them, including mathematics, print literacy, science, social studies, and physical education. This section also addresses the role of itinerant services, as well as how to teach Deaf culture, provide for students with multiple disabilities, and facilitate school-to-work transitions.
 
Part Three: Instructional Considerations Across the Curriculum provides suggestions and guidelines for assessing and planning programs for deaf students using meaningful contexts; optimizing the academic performance of deaf students with emphasis on access and opportunities; implementing a cognitive strategy that encourages teaching for and about thinking as an overriding principle; establishing instructional and practical communication in the classroom, especially in relation to ASL and English-based signing; and solving old problems with new strategies, including Web-based technologies, resources, and applications. The lessons of these assembled scholars coalesce in the Part Four: Summary as a general recommendation for ongoing adaptability, a fitting capstone to this extraordinary volume of work.
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Diverse Approaches to Teaching, Learning, and Writing Across the Curriculum
IWAC at 25
Lesley Erin Bartlett
University Press of Colorado, 2020
Developed from presentations at the 2018 International Writing Across the Curriculum conference, this collection documents a key moment in the history of WAC, foregrounding connection and diversity as keys to the sustainability of the WAC movement in the face of new and long-standing challenges. Contributors reflect on the history and ongoing evolution of WAC, honoring grassroots efforts while establishing a more unified structure of collaborative leadership and mentorship. The chapters in this collection offer a rich variety of practices, pedagogies, mindsets, and methodologies for readers who are invested in using writing in a wide range of institutional and disciplinary contexts. Boldly engaging such pressing topics as translingualism, anti-racism, emotional labor, and learning analytics, the eighteen chapters collected here testify to WAC's durability, persistence, and resilience in an ever-changing educational landscape.
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Drama-based Pedagogy
Activating Learning Across the Curriculum
Kathryn Dawson and Bridget Kiger Lee
Intellect Books, 1995
Drama-based Pedagogy examines the mutually beneficial relationship between drama and education, championing the versatility of drama-based teaching and learning designed in conjunction with classroom curricula. Written by seasoned educators and based upon their own extensive experience in diverse learning contexts, this book bridges the gap between theories of drama in education and classroom practice.

Kathryn Dawson and Bridget Kiger Lee provide an extensive range of tried and tested strategies, planning processes, and learning experiences, in order to create a uniquely accessible manual for those who work, think, train, and learn in educational and/or artistic settings. It is the perfect companion for professional development and university courses, as well as for already established educators who wish to increase student engagement and ownership of learning.
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English across the Curriculum
Voices from around the World
Bruce Morrison
University Press of Colorado, 2021
Inspired by papers presented at the second international English Across the Curriculum (EAC) conference, this book provides a platform for those involved in the EAC movement to exchange insights, explore new strategies and directions, and share experiences. It speaks not only to EAC practitioners but also to scholars in a range of related fields, whether they are considering starting an EAC-like initiative or are already involved in an established EAC, Content and Language Integrated Learning (CLIL), or Writing Across the Curriculum (WAC) program. The chapters in the book testify to challenges faced, opportunities presented, and a passion displayed for embedding academic English literacy in courses in a range of disciplines at institutions around the world. They also highlight the persistence and determination of teachers in creating and shaping valuable learning experiences and ongoing support for their students.
 
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Genre Across The Curriculum
edited by Anne Herrington and Charles Moran
Utah State University Press, 2005

Genre across the Curriculum will function as a "good" textbook, one not for the student, but for the teacher, and one with an eye on the context of writing. Here you will find models of practice, descriptions written by teachers who have integrated the teaching of genre into their pedagogy in ways that both support and empower the student writer.

While authors here look at courses across disciplines and across a range of genres, they are similar in presenting genre as situated within specific classrooms, disciplines, and institutions. Their assignments embody the pedagogy of a particular teacher, and student responses here embody students' prior experiences with writing. In each chapter, the authors define a particular genre, define the learning goals implicit in assigning that genre, explain how they help their students work through the assignment, and, finally, discuss how they evaluate the writing their students do in response to their teaching.

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Issues in Curriculum
Selected Essays from Past NSSE Yearbooks
Edited by Margaret Early and Kenneth J. Rehage
University of Chicago Press, 1999
In response to a request from the NSSE Board of Directors, the editors have brought together chapters from recent NSSE yearbooks that deal with problems of continuing concern to teachers, administrators, and specialists in curriculum development, including the problem of bringing about change in the curriculum. A recurring theme is the importance of taking account of the culture of the school when considering proposals or curriculum change. A valuable resource as a guide to thinking about persistent curriculum issues, this volume deserves a place on every educator's bookshelf.
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The New Work of Writing Across the Curriculum
Diversity and Inclusion, Collaborative Partnerships, and Faculty Development
Staci M. Perryman-Clark
Utah State University Press, 2023
The New Work of Writing Across the Curriculum is a descriptive analysis of how institutions can work to foster stronger intellectual activities around writing as connected to campus-wide diversity and inclusion initiatives. Author Staci M. Perryman-Clark blends theory and practice, grounds disciplinary conversations with practical examples of campus work, and provides realistic expectations for operations with budgetary constraints while enhancing diversity, equity, and inclusion work in higher education.
 
Many of these initiatives are created in isolation, reinforcing institutional silos that are not used strategically to gain the attention of senior administrators, particularly those working at state-supported public institutions who must manage shrinking institutional budgets. Yet teaching and learning centers and WAC programs gain tremendously from one another by building explicit partnerships on campus-wide diversity initiatives that emphasize cultural competence. In addition, both cultural competence and written proficiency enhance the transferable skills necessary for completing undergraduate education requirements, and this work can be leveraged to draw the attention of senior administrative leadership.
 
Faculty development and WAC need to make diversity and inclusion initiatives a priority for professional development. The New Work of Writing Across the Curriculum reviews initiatives that point to increased understanding of diversity and inclusion that will be of significance to administrators, WAC specialists, faculty developers, and diversity officers across the spectrum of institutions of higher learning.
 
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Reconstructing Response to Student Writing
A National Study from across the Curriculum
Dan Melzer
Utah State University Press, 2023
In Reconstructing Response to Student Writing Dan Melzer makes the argument that writing instructors should shift the construct so that peer response and student self-assessment are more central than teacher response.
 
Presenting the results of a national study of teacher and peer response and student self-assessment at institutions of higher education across the United States, Melzer analyzes teacher and peer response to over 1,000 pieces of student writing as well as 128 student portfolio reflection essays. He draws on his analysis and on a comprehensive review of the literature on response to introduce a constructivist heuristic for response aimed at both composition instructors and instructors across disciplines. Melzer argues that teachers and researchers should focus less on teacher response to individual pieces of student writing and more on engaging in dialogue with student self-assessment and peer response, focusing on growth and transfer rather than products and grades.
 
Reconstructing Response to Student Writing, especially when taken together with Melzer’s previous book Assignments across the Curriculum, provides a comprehensive and large-scale view of college writing and responding across the curriculum in the United States.
 
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front cover of The School and Society and The Child and the Curriculum
The School and Society and The Child and the Curriculum
John Dewey
University of Chicago Press, 1990
This edition brings Dewey's educational theory into sharp focus, framing his two classic works by frank assessments, past and present, of the practical applications of Dewey's ideas. In addition to a substantial introduction in which Philip W. Jackson explains why more of Dewey's ideas haven't been put into practice, this edition restores a "lost" chapter, dropped from the book by Dewey in 1915.
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front cover of The School and Society and The Child and the Curriculum
The School and Society and The Child and the Curriculum
John Dewey
University of Chicago Press, 1990
This is an auto-narrated audiobook version of this book.

This edition brings Dewey's educational theory into sharp focus, framing his two classic works by frank assessments, past and present, of the practical applications of Dewey's ideas. In addition to a substantial introduction in which Philip W. Jackson explains why more of Dewey's ideas haven't been put into practice, this edition restores a "lost" chapter, dropped from the book by Dewey in 1915.
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Science, Curriculum, and Liberal Education
Selected Essays
Joseph J. Schwab
University of Chicago Press, 1978
What is a liberal education and what part can science play in it? How should we think about the task of developing a curriculum? How should educational research conceive of its goals? Joseph Schwab's essays on these questions have influenced education internationally for more than twenty-five years.

Schwab participated in what Daniel Bell has described as the "most thoroughgoing experiment in general education in any college in the United States," the College of the University of Chicago during the thirties, forties, and fifties. He played a central role in the curriculum reform movement of the sixties, and his extraordinary command of science, the philosophy of science, and traditional and modern views of liberal education found expression in these exceptionally thoughtful essays.
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Teaching as Story Telling
An Alternative Approach to Teaching and Curriculum in the Elementary School
Kieran Egan
University of Chicago Press, 1989
"I am very impressed by the practicality of [Egan's] introduction of the use of story-forms in curriculum for young children. His model is fascinating, and its various possibilities in a range of fields makes it worth a good look by many kinds of teachers."—Maxine Greene, Teachers College, Columbia
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Whose Goals Whose Aspirations
Learning to Teach Underprepared Writers across the Curriculum
Stephen M. Fishman and Lucille McCarthy
Utah State University Press, 2002

Ever since Horace Mann promoted state supported schooling in the 1850s, the aims of U.S. public education have been the subject of heated national debate. Whose Goals? Whose Aspirations? joins this debate by exploring clashing educational aims in a discipline-based university classroom and the consequences of these clashes for "underprepared" writers.

In this close-up look at a White middle-class teacher and his ethnically diverse students, Fishman and McCarthy examine not only the role of Standard English in college writing instruction but also the underlying and highly charged issues of multiculturalism, race cognizance, and social class.

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