000226934 000__ 03556pam\a2200325\a\45e0
000226934 001__ 226934
000226934 005__ 20210513091335.0
000226934 008__ 000128s1998\\\\caua\\\\\b\\\\001\0\eng\\
000226934 010__ $$a   98008896
000226934 015__ $$aGB99-33655
000226934 020__ $$a0803967055 (pbk. : alk. paper)
000226934 020__ $$a0803967047 (alk. paper)
000226934 035__ $$a(OCoLC)ocm38257792
000226934 035__ $$a226934
000226934 040__ $$aDLC$$cDLC$$dUKM
000226934 043__ $$an-us---
000226934 049__ $$aISEA
000226934 05000 $$aLB2806.15$$b.S65 1998
000226934 08200 $$a375/.001$$221
000226934 1001_ $$aSolomon, Pearl G.$$q(Pearl Gold),$$d1929-
000226934 24514 $$aThe curriculum bridge :$$bfrom standards to actual classroom practice /$$cPearl G. Solomon.
000226934 260__ $$aThousand Oaks, Calif. :$$bCorwin Press,$$cc1998.
000226934 300__ $$axiv, 160 p. :$$bill. ;$$c26 cm.
000226934 504__ $$aIncludes bibliographical references (p. 141-151) and index.
000226934 5050_ $$aWeren't there always curriculum standards? An educational forum : politicians, kids, and teachers offer thoughts on education. The origins of the current wave of public concern. The response of the educational community. Recent calls for reform. Responses to the calls for reform. A summary : systemic change, restructuring, and reform. -- Are new standards necessary? Some charismatic differences of opinion. The media influences opinion on standards. The liberal reservations about standards. Standards in other countries. Influences on curriculum : state legislatures and education departments. Local control of education. Influences on curriculum : professional organizations and universities. Influences on curriculum : the university. Influences on curriculum : commercial materials. Influences on curriculum : the teachers' right to choose. Influences on curriculum : parents. Getting ready to design curriculum. -- What we now know about how learning happens. An exciting conference. Educational philosophy : Piaget and constructivism. Recent interpretations of constructivism : radical constructivism. Social constructivism. A compromise. The changing nature of the concept of intelligence. Multiple intelligence theories. The information processors. Measuring cognitive ability. Cognition, metacognition, and goals. Interest. Real experiences and technology in the instructional process. Connecting research to practice : summary hypotheses. -- Choosing standards and designing them down. The curriculum committee meets. A bit of history. Defining standards in new terms. Curriculum enactment. Getting started on planning curriculum. A template for action. -- Constructing creative classrooms. Organizing the environment. The setting. The actors. The script. -- How are we doing? Measuring success. Standards and their measures. The purposes of measures or assessments. The consequences of assessments. Where should Meg, April, and Brad begin? Traditional versus alternative assessments. Challenge 1 : establishing validity, clarifying and covering constructs. Challenge 2 : developing levels of performance, grading. Challenge 3 : writing rubrics. Challenge 4 : sharing results with students, parents, and the community. -- Where do we go from here? Where will the leadership for needed change come from? Teacher professional development. Teacher networks. Using technology and its networks for building curriculum. Technology for communicating with our public.
000226934 650_0 $$aCurriculum planning$$zUnited States.
000226934 650_0 $$aEducation$$xCurricula$$xStandards$$zUnited States.
000226934 650_0 $$aEducational tests and measurements.
000226934 650_0 $$aCurriculum-based assessment$$zUnited States.
000226934 85200 $$bgen$$hLB2806.15$$i.S65$$i1998
000226934 909CO $$ooai:library.usi.edu:226934$$pGLOBAL_SET
000226934 980__ $$aBIB
000226934 980__ $$aBOOK
000226934 994__ $$aE0$$bISE