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89 books match the query 'Curricula' and 5 start with b
Basic Principles of Curriculum and Instruction
Ralph W. Tyler
University of Chicago Press, 1969
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.
Basic Principles of Curriculum and Instruction
Ralph W. Tyler
University of Chicago Press, 2013
Basic Principles of Curriculum and Instruction has been the standard in the field for decades, and it continues to be the leading guide to curriculum development today. Ralph W. Tyler presents here the concept that curriculum should be dynamic, a program under constant evaluation and revision. Before the publication of this book, curriculum had generally 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.
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 decades. Even as the educational landscape changes and teachers and administrators have to adjust to new developments in testing, student engagement, regulation, and more, the core principles animating this book remain as valid and effective as ever. And with school districts across the nation working 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.
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.
Bitter Milk
Women and TeachingMadeleine R. Grumet
University of Massachusetts Press, 1988
The first and last chapters address the familial relations that fall under the category of reproduction, a frame designed to emphasize the relations of reproduction and their importance to educational theory. The chapters closest to this margin are those that address women's work in schools, and the juxtaposition is chosen to accentuate the dialectical relation of our public and private meanings. The middle chapters are the ones most directly concerned with curriculum, that provisional ground that Grumet is naming as our mediating space, the place where we can heal. The fundamental argument of this text is that knowledge evolves in human relationships.
Bringing Powerful Knowledge into Classrooms
Subject teachers as agents of recontextualisationEdited by Mark Hardman, Marie Nilsberth, and Mikko Puustinen
University College London, 2026
An empirically grounded, yet theoretically sound, study of how teachers bring powerful knowledge into classrooms and develop effective thinking among their students.
Powerful knowledge equips students with the capacity to engage with systematic, disciplinary thinking, to imagine futures that are not yet conceived, and to think what is yet to be thought. Bringing Powerful Knowledge into Classrooms explores how teachers develop such knowledge in classrooms by transforming disciplinary understandings through subject teaching that responds to the educational needs of society.
Drawing on sociologist Basil Bernstein’s concept of recontextualization and theories of teacher agency, this book examines how teachers navigate the boundaries between academic disciplines, school subjects, and everyday knowledge. Through empirical case studies from the UK, Finland, and Sweden, it illustrates how teachers’ decisions are shaped by national expectations, institutional frameworks, and classroom dynamics. Combining Anglophone and Nordic traditions in subject teaching with curriculum theory and classroom research, the book offers a theoretically grounded yet practical account of how teachers recontextualize knowledge. It develops new insights into teacher agency and recontextualization that are highly relevant to teacher education, curriculum design, and educational policy. By focusing on real-life teaching across a range of subjects, the book deepens our understanding of how powerful knowledge is brought into classrooms and how teachers can be supported in this vital work.