Transformative Curriculum Leadership,9780131138964

Transformative Curriculum Leadership

by ;
Edition: 3rd
ISBN13: 9780131138964
ISBN10: 0131138960
Format: Paperback
Pub. Date: 2006-07-26
Publisher(s): Pearson
List Price: $65.40

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Summary

Transformative Curriculum Leadershipprovides concrete guidance on how to practice a curriculum based on 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. In addition to providing well-integrated, step-by-step problem solving guidance, it remains a theoretically sophisticated, cutting-edge integration of curriculum theory and leadership practice.

Table of Contents

Introducing Transformative Curriculum Leadership
1(32)
A Historical Comparison
1(2)
Three Teacher Leader Vignettes
3(5)
The Book's Purpose
8(1)
The Standardized Management Paradigm
8(1)
The Constructivist Best Practice Paradigm
9(1)
Thomas Kuhn's Paradigm Concept
10(1)
The Curriculum Wisdom Paradigm
11(1)
The Paradigmatic Goal of the Text
12(1)
Looking Ahead: An Overview of the Remaining Chapters of the Book
13(3)
Transformative Curriculum Leadership Defined
16(6)
Personal Change
17(1)
Interpersonal Change
18(1)
Societal Change
19(3)
Curriculum as Currere
22(8)
References
30(3)
SECTION I TWO FUNDAMENTAL CHALLENGES
33(57)
Reconceptualizing Subject Standards
34(28)
Received Subject Matter Standards
35(1)
Which Way Do We Go?
36(2)
A Step on the Path in the Right Direction
37(1)
A Partial Solution
38(1)
The Path Has a Fork in the Road . . . And We Need to Take It!
38(1)
Caution: Potential Obstacles on the Problem-Solving Path
39(1)
Understanding Student Understanding
40(1)
Transformative Standards
41(6)
Paradigmatic Tensions: Framing Our Work
42(1)
Dominant Standardized Management Orientation
43(1)
Constructivist Best Practice Orientation
43(1)
Curriculum Wisdom Orientation
44(1)
Paradigm Lines Are Blurred
45(2)
The Hidden and Null Curricula
47(4)
Students' Democratic Freedom
48(1)
Freedom from . . . Freedom to . . .
48(1)
Freedom from . . . Freedom to . . . Self and Social Understanding
49(2)
Where the Rubber Meets the Road
51(2)
Reconceptualizing Received Standards
51(2)
A Disciplined Journey for All of Us
53(6)
References
59(3)
Cultivating Reflective Inquiry
62(28)
Introducing Reflective Inquiry
64(1)
More on Reflective Inquiry
65(1)
Reflective Practice in Education
66(2)
Democratic Curriculum Inquiry
68(1)
Reflective Inquiry Map
69(11)
Reflective Disciplinary Inquiry
70(1)
Reflective Poetic Inquiry
71(2)
Reflective Critical Inquiry
73(2)
Reflective Multiperspective Inquiry
75(1)
Reflective Ethical Inquiry
76(2)
Reflective Political Inquiry
78(1)
Other Reflective Inquiries
79(1)
A View of the Three Paradigms
80(7)
Comparing the Three Paradigms Through Contrasting Questions
84(3)
Looking Ahead
87(1)
References
87(3)
SECTION II FOUR INTERRELATED DECISION-MAKING PROCESSES
90(107)
Designing And Planning for 3S Education
92(36)
Designing and Planning
93(1)
General Features of Designing and Planning Deliberations
94(2)
A Deliberative Ideal
95(1)
A Deliberative Ideal for Elevated Judgments
95(1)
The Interplay of Designing and Planning
96(23)
Platform Designing: Who, What, Why, How
97(8)
Program, Course, and Unit/Lesson Planning
105(2)
Programming Planning: Who, What, Why, How
107(3)
Course Planning: Who, What, Why, How
110(3)
Unit/Lesson Planning: Who, What, Why, How
113(6)
The Marriage of Theory and Practice
119(1)
Negotiation Strategies
120(5)
Achieving Working Agreement
120(1)
Making Principled Decisions
121(1)
Working Constructively with Teachers
121(1)
Seeking Substantial, Lasting Improvements
121(1)
Facing Conflict Constructively
122(1)
Combining Curriculum Work with Other Initiatives
122(3)
References
125(3)
Teaching For 3S Understanding
128(18)
Reflecting-as-Action
130(6)
Reflecting-in-Action and Reflecting-on-Action
130(1)
Reflecting for Action: Deliberative Questioning on Working Assumptions
131(3)
I Already Do This. . .
134(2)
Creative and Caring Pragmatism
136(1)
Pulling It All Together
137(7)
References
144(2)
Evaluating 3S Education
146(26)
What Is Curriculum Evaluation?
148(1)
Distinguishing Between Assessing and Evaluating
149(7)
Assessing for Subject Matter Understanding
153(1)
Assessing Embedded Within the Evaluating
153(3)
Evaluating the Journey and the Judgment for a Transformative Experience
156(2)
Scaffolding for Evaluative Decision Making
158(1)
How Are We Doing?
158(1)
Quick Reminder: Two Things
159(1)
Evaluating Two Fundamental Challenges for 3S Education
159(2)
Evaluating Platform Designing and Planning for 3S Education
161(2)
Evaluating Teaching for 3S Understanding
163(2)
Accountable and Responsible
165(2)
Negotiate, Negotiate, Negotiate
167(1)
Good Company for the Journey
168(1)
References
169(3)
Organizing For 3S Education
172(25)
Organizing as Process
174(1)
The Power of Personal/Professional Beliefs
175(5)
Beliefs and Experiences Shape the Organizing Structure
176(1)
Metaphors Shape Beliefs
177(2)
Change the Metaphor to Change the Belief and Alter the Organizing Structure
179(1)
Primacy of Relationships
180(2)
Imagine for a Moment
181(1)
Organization Development
182(2)
Finding Those Finding Wiggle Room
184(1)
Growing Wiggle Room
185(5)
Law of Attraction: What You Pay Attention to, Grows
185(2)
Gathering Like-Minding People
187(2)
Small Changes Amplify to Create Large-Systems Change
189(1)
Organizing 3S Education
190(5)
Organizing the Work Week
192(1)
Organizing the Work Year
193(1)
Making the Change from Within
194(1)
References
195(2)
SECTION III SUSTAINING THE CURRICULUM WISDOM PROBLEM SOLVING
197(66)
Building Local Learning Communities
198(24)
Building TCL Professional Learning Communities
199(16)
Differentiated Needs in a TCL Professional Learning Community
203(1)
WWYD (What Would You Do?)
204(1)
Critical Friends
205(1)
More Questions
206(1)
Students as Critical Friends in TCL Professional Learning Communities
207(1)
Colleagues as Critical Friends in TCL Professional Learning Communities
207(1)
Professional Leadership Projects (PLPs)
208(7)
Building Stakeholder Learning Communities
215(1)
Valuing 3S Performances of Understanding
216(1)
Educating for Professional Advocacy
216(2)
Educating for Negotiating
218(2)
References
220(2)
Engaging The Broader Public Sphere
222(41)
A Review of This Text
223(2)
An Agenda for Building a Collegial Identity
225(1)
The Historical Narrative
226(17)
Curriculum as Journey
227(2)
A Journey of Disciplined Understanding
229(2)
The Limits of Subject Understanding
231(1)
Holistic Journey of Understanding
232(1)
An Emancipatory Point of View
233(2)
Curriculum as Complicated Conversation
235(1)
Interpreting Theory and Practice
236(1)
Curriculum-Based Teaching
237(1)
Curriculum as Currere
238(1)
Curriculum as Deliberative Judgment
239(1)
Eclectic and Practical Artistry
240(1)
Journal and Judgment Are Embedded
241(2)
Curriculum as Hermeneutic Undertaking
243(1)
Reaching Out to the Broader Public Sphere
243(1)
The First Personal Narrative
244(5)
The Second Personal Narrative
249(7)
Conclusion
256(2)
References
258(5)
Index 263

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