000265671 000__ 02788cam\a2200397\a\4500 000265671 001__ 265671 000265671 005__ 20251006152337.0 000265671 008__ 020221t20022002caua\\\\\b\\\\001\0\eng\\ 000265671 010__ $$a 2002002771 000265671 020__ $$a0761946403 (pbk.) 000265671 020__ $$a076194639X 000265671 035__ $$a(OCoLC)ocm49225342 000265671 035__ $$a265671 000265671 040__ $$aDLC$$cDLC$$dGZI$$dOCLCQ$$dUtOrBLW 000265671 043__ $$an-us--- 000265671 049__ $$aISEA 000265671 05000 $$aLB2806.15$$b.E75 2002 000265671 08200 $$a374/.001$$221 000265671 1001_ $$aErickson, H. Lynn.$$0n 94080560 000265671 24510 $$aConcept-based curriculum and instruction :$$bteaching beyond the facts /$$cH. Lynn Erickson ; foreword by Carol Ann Tomlinson. 000265671 264_1 $$aThousand Oaks, Calif. :$$bCorwin Press,$$c[2002] 000265671 264_4 $$c©2002 000265671 300__ $$axvi, 174 pages :$$billustrations ;$$c23 cm 000265671 336__ $$atext$$btxt$$2rdacontent 000265671 337__ $$aunmediated$$bn$$2rdamedia 000265671 338__ $$avolume$$bnc$$2rdacarrier 000265671 504__ $$aIncludes bibliographical references (p. 167-168) and index. 000265671 5050_ $$aInterpreting and aligning national, state, and local standards -- Why standards? -- Performance-based standards -- The missing link in performance-based theory -- The structure of knowledge and the traditional design of a curriculum -- National standards through a concept-process lens -- Reviewing national standards, what have we here? -- The design of state standards -- Designing local curricula aligned to standards -- Filling the standards gap in local curriculum design -- Ensuring coherence in curriculum -- What is a coherent curriculum? -- A systems design for coherence -- Deep and essential understandings -- Concepts and process in curriculum design -- Designing integrated, interdisciplinary units: a general academic model -- A conceptually driven model -- Coordinated, multidisciplinary units versus integrated, interdisciplinary units -- The power of the conceptual lens in integration -- Unit planning pages -- Designing integrated units: questions and responses -- Integrating curricula in school-to-work designs -- Conventional models of curriculum design -- The integrated concept-process model for secondary and postsecondary schools -- School-to-work integration in the elementary school -- Tips from teachers: creating concept-process integrated units -- Teachers speak out, the concept-process curriculum and instruction -- Teacher-designed units -- Teaching conceptually: questions and answers. 000265671 650_0 $$aCurriculum planning$$zUnited States.$$0sh2008100379 000265671 650_0 $$aEducation$$xCurricula$$xStandards$$zUnited States.$$0sh2009101933 000265671 650_0 $$aInterdisciplinary approach in education$$zUnited States.$$0sh2008104787 000265671 85200 $$bgen$$hLB2806.15$$i.E75$$i2002 000265671 909CO $$ooai:library.usi.edu:265671$$pGLOBAL_SET 000265671 971__ $$aRDA ENRICHED 000265671 980__ $$aBIB 000265671 980__ $$aBOOK 000265671 994__ $$aE0$$bISE