This comprehensive book offers thorough coverage of K-12 curriculum philosophy, curriculum planning, instruction, and curriculum design. Unlike other books in this area, Curriculum Development offers separate chapters on developing curriculum in the elementary, middle, and secondary schools. A three-part organization covers the changing nature of curriculum, the essential elements of curriculum, and instructional concerns. For teachers and administrators in elementary, middle, and secondary schools.
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Editorial Reviews
Review
"Of other curriculum texts, this one is the hallmark of historical information regarding curriculum development. It contains solid information and is easy to understand." -- Barbara Rahal, Edinboro University of Pennsylvania
"This textbook, in my judgment, is a top seller in the discipline. Therefore, it is a very good basic text for the discipline." -- Larry Cross, Governors State University
--This text refers to the Paperback edition.From the Publisher
The fourth edition of this popular book provides future administrators the background they need to design and implement a classroom curriculum for Grades K-12...the one that helps you show your students how to develop a total school program.
--This text refers to an out of print or unavailable edition of this title.
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More About the Author
Jon Wiles is an experienced educational consultant and author of ten textbooks on education. In addition, he is the author of two biographical books: Suzanne Tillier: Story of an Extraordinary Woman and Phillip Singer: An Accounting.
Jon and his wife Michele reside in St. Augustine, Florida.
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Most Helpful Customer Reviews
18 of 23 people found the following review helpful:
2.0 out of 5 stars
The 6th Edition Tries Hard, but Falls Flat,
This review is from: Curriculum Development: A Guide to Practice (6th Edition) (Hardcover)
This book looks promising, but the authors seem to be writing about recent-past trends in curriculum as if they were the waves of the future. They seem to have a strong bias for unstructured classrooms and postmodernism, even though those ideas appear to have reached their peaks and begun to decline in the real world. They talk at several points on the uselessness of standardized testing, but the consensus these days is it is an abdication of responsibility to omit verification of results in the classroom. The book also adds new sections on technology and here again I have my doubts that the authors really understand the topic. For example, in chapters one and six they write about the rise of the internet and it's effect on the classroom learning environment. Sound promising? I thought so and was sorely disappointed. They write about the internet as the vanguard of the unstructured classroom of the future, but provide little evidence to back it up. They write that it will usher in a future time when students will guide their own learning and, through self motivation, study the things they are supposed to study. They will do this because they are motivated to learn. Have the authors been near any children lately? It seems highly debatable that kids will find learning "cool" and pursue it on their own simply because they can do it at a keyboard. I suspect they'll do what they do now and pick games over information. Wiles and Bondi argue that children have never had the opportunity to study what they want to study when they want to study it; but there have been public libraries for centuries. One can learn whatever one wants there, and in any order. Little evidence of enthusiasm for them on the part of students has been seen thus far. In truth, kids rarely use the internet for learning. They use it for entertainment, and the authors don't seem to understand this. In fact, while arguing for unstructured learning, the authors state that the biggest problem with the internet is it's lack of structure! They are right about that one. There is another problem in the book, and it is most disturbing. There seems to be a radical leftist bias in parts of the book. At one point they state that the internet will level the playing field in learning so much that the role of teacher will whither away and students will be in charge of their own learning. Eventually the schools themselves will whither away and unstructured learning will dominate in the future, producing an equal environment for all. They appear to be advocating this strongly throughout the book. This idea sounds distinctly Marxist, and I question strongly whether it belongs in teacher education in the United States of America. The book does well where it sticks to the facts, but these facts are drowned in a sea of opinion and debatable conjecture. In my opinion there are better choices available in the field of curriculum development.
1 of 1 people found the following review helpful:
5.0 out of 5 stars
An excellent start,
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This review is from: Curriculum Development: A Guide to Practice (7th Edition) (Hardcover)
This book is an excellent tool for those interested in curriculum development. It is simple enough to be understood for novice and complex enough for those with some experience.
5.0 out of 5 stars
The Stanard,
This review is from: Curriculum Development: A Guide to Practice (8th Edition) (Paperback)
This book has become the standard in Curriculum through its 8 editions. It seems that the other curriculum texts follow each new edition topically. What is so impressive is that the authors can theorize and conduct practice in schools at the same time. Every graduate student in education should take a copy of this book to their first job.
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