First Published in 2006. Routledge is an imprint of Taylor & Francis, an informa company.

This landmark text was one of the first to introduce and analyze contemporary concepts of curriculum that emerged from the Reconceptualization of curriculum studies in the 1970s and 1980s. This new edition brings readers up to date on the major research themes (postmodernism,ecological, hermeneutics, aesthetics and arts-based research, race, class, gender, sexuality, and classroom practices) within the historical development of the field from the 1950s to the present. Like the previous editions, it is unique in providing a comprehensive overview in a relatively short and highly accessible text. Provocative and powerful narratives (both biography and autoethnography) throughout invite readers to engage the complex theories in a personal conversation. School-based examples allow readers to make connections to schools and society, teacher education, and professional development of teachers. Changes in the Third Edition New Glossary - brief summaries in the text direct readers to the Companion Website to read the entire entries New analysis of the current accountability movement in schoolsincluding the charter school movement. More international references clearly connected to international contexts More narratives invite readers to engage the complex theories in a personal conversation Companion Website-new for this edition

"Curriculum: Foundations, Principles, and Issues, continues the tradition of this popular book by providing comprehensive treatment of the curriculum field: foundations as well as the principles and procedures for conceptualizing, developing, implementing, and evaluating curriculum. Edited for a more concise presentation of material, it retains its solid coverage of the philosophical, historical, psychological, and social foundations of curriculum."--pub. desc.

The 3rd edition of this introduction to and analysis of contemporary concepts of curriculum that emerged from the Reconceptualization of curriculum studies brings readers up to date on the major research themes within the historical development of the field.

This two-volume set serves to inform and to introduce terms, events, documents, biographies, and concepts to assist the reader in understanding aspects of this rapidly changing, expansive, and contested field of study. Key features: displays different perspectives by having authors contribute independent essays on the nature and future of curriculum studies; presents a unique and in-depth treatment of the Twenty-Sixth Yearbook of the National Society for the Study of Education (NSSE), a 1927 publication that has taken on legendary dimensions for the field of curriculum studies; contains bibliographic entries which feature specific publications by curriculum leaders that helped to define the field; [and] helps readers to learn unfamiliar terms and concepts, to become more comfortable with specialized phrases, and to understand the many significant and perplexing concepts and questions that characterize the field.

A highly regarded curriculum development text, now with a global approach and an increased focus on technology. In this re-imagined eighth edition of the respected and seminal curriculum development textbook, seasoned authors Jon Wiles and Joseph Bondi consider the new global realities of the 21st Century by adding a unique global perspective to the process of curriculum development. Ten nations are analyzed and compared in order to better understand common threads and time-tested methods for curriculum development and management. With the aid of numerous features and activities, the text investigates curriculum development by examining value decisions made by leaders in defining education, giving readers the opportunity to learn to develop programs for a wide array of purposes. In addition to its well-known and established focus on the historical and philosophical aspects of curriculum development, the revised eighth edition of Curriculum Development: A Guide To Practice also includes updated chapters on the impact of technology on curriculum work in schools as well as a new chapter on curriculum work in the classroom.

From one of the best-known scholars in the curriculum field, who worked closely with an experienced assistant superintendent of instruction, comes an important revision of Transformative Curriculum Leadership. This edition provides concrete guidance on how to practice a curriculum problem solving that integrates constructivist learning with democratic understanding. The book is organized around the leadership experiences of the assistant superintendent, and it contains a wealth of guiding rubrics, figures, images, and illustrations. The text is organized into three easy-to-follow sections and concludes with an historical narrative that clarifies the book's theoretical underpinnings.

Turning Points in Curriculum: A Contemporary American Memoir, 2nd edition, is a text designed to engage readers in a story of curriculum as a field of intellectual study and invite them to identify with and ultimately participate in this important work. Focusing on the United States, it contains five parts, the first of which offers a backdrop or contextual panorama for parts two through five, which present curriculum's journey through the last half of the twentieth century. Throughout the book, the authors use the term curriculum work over curriculum studies, theory, or development. The broader notion of work allows for variations that include reflection, study, theorizing, construction, inquiry, and deliberation. At the same time, the possibilities for interpretation inherent in the notion of curriculum work allow the authors to steer clear of the more fixed and differential meanings typically associated with more distinctive phrases such as curriculum theorizing or curriculum development. An important goal of Turning Points is to provide readers with multiple levels of engagement in its complex conversation. Toward this end, the authors have combined five distinct elements into the book with an eye toward personalizing readers' interpretative processes. --Publisher description.