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Curriculum Process in Physical Education

Curriculum Process in Physical Education - 2nd edition

ISBN13: 978-0697168252

Cover of Curriculum Process in Physical Education 2ND 95 (ISBN 978-0697168252)
ISBN13: 978-0697168252
ISBN10: 0697168255 Edition: 2ND 95
Copyright: 1995
Publisher: Brown Benchmark (Benchmark Press)
Published: 1995
International: No

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Curriculum Process in Physical Education - 2ND 95 edition

ISBN13: 978-0697168252

Ann E. Jewett

ISBN13: 978-0697168252
ISBN10: 0697168255 Edition: 2ND 95
Copyright: 1995
Publisher: Brown Benchmark (Benchmark Press)
Published: 1995
International: No
Summary

Offering your students a wide overview of information on curriculum development, The Curriculum Process in Physical Education, second edition can be used for courses taking an activities approach or a process-oriented approach.

New to This Edition

  • Increased emphasis on social and political factors, especially cultural diversity, increases the relevance of this text to contemporary curriculum concerns.
  • The five value orientations, especially ecological integration, have been clarified in this edition.
  • NEW position papers from experts representing philosophical perspectives on important issues give your students a broader understanding of issues and alternative viewpoints.

Features

  • Curriculum examples from actual schools make for a subtle blend of theory and practice.

Author Bio

Jewett, Ann E. :

Bain, Linda L. : San Jose State University

Ennis, Catherine D. : University of Maryland College Park

Table of Contents

PART I: Curriculum Theory

1 Introduction

Scenario: Education for Peace Curriculum, 2035 A.D.
Curriculum as Praxis
How Do We Study Curriculum As Praxis?
Why Study Curriculum Theories?

2 Curriculum Value Orientations

Curriculum Metaphors
Value Orientations in Curriculum Development
Historical Perspective on Value Orientation in Physical Education Curricula
Clarifying Physical Education Curriculum Value Orientations
Teacher Value Orientations

3 Overview of Physical Education Curriculum Models

Curriculum Models Developed from Different Value Orientations
Generic Curriculum Models Models Based on Subject Matter Perspectives
Models Based on Other Value Orientations
Role of Learning Process and Social Reconstruction Value Orientations
Analysis of Physical Education Curriculum Models

PART II: Curriculum Planning

4 Understanding the School Setting

Descriptions of School Settings
Promoting Student Diversity
Designing Curricula That Are Meaningful to Diverse Students

5 Processes of Curriculum Innovation and Change

The Politics of Change
Initiating and Sustaining Curricular Change
Changing Your Curriculum

6 Curriculum Design

Approaches to Curriculum Planning
Curriculum Design Decisions
Value Base and Program Goals
Learning Activities
Assessment and Evaluation

PART III: Curriculum Implementation

7 Sport Education Model An Overview of Sport Education

Goals and Desired Outcomes
Conceptual Framework
Role of the Teacher
Program Designs
Comparison with the Multiactivity Approach to Physical Education

8 Fitness Education Model

Background
Goals and Desired Outcomes
Conceptual Framework
Role of the Teacher
Program Designs

9 Movement Analysis Model

Origins of the Movement Analysis Model
Goals and Desired Outcomes
Conceptual Framework
Role of the Teacher
Program Designs

10 Developmental Model

Origins of the Developmental Model
Goals and Desired Outcomes
Conceptual Framework
Role of the Teacher
Program Designs

11 Personal Meaning Model

Background
Goals and Desired Outcomes
Conceptual Framework
Role of the Teacher
Program Designs

PART IV: Reflecting Upon the Curriculum

12 Program Evaluation

Curriculum Evaluation in Process: Three Examples
Purposes of Evaluation in Physical Education
Issues in Program Evaluation
The Curriculum Evaluation Process

13 Curriculum Issues and Concerns

Sport in Education? Warren P. Fraleigh, State University of New York College at Brockport
Should We Teach Morality? The Issue of Moral Education, Sharon Kay Stoll, University of Idaho, Moscow
How the Profession of Sport and Physical Education Might Provide Experiences Basic to World Peace, Earle F. Ziegler, The University of Western Ontario, London, Onatario, Canada and Laura J. Huelster, University of Illinois, Champaign, Illinois
The Three-Dimensional Model of Movement Curriculum Together with Some Comments Towards a Resolution of the Objectives Problem, Peter J. Arnold, Moray House Institute of Education, Heriot-Watt University, Edinburgh, Scotland
For What Are Teachers Accountable? Gary D. Sinclair, University of British Columbia, Vancouver, British Columbia, Canada
The Reversal Effect, J.N. Vickers, Neuro-Motor Psychology Laboratory, Univeristy of Calgary, Alberta, Canada
Assessment as an Instructional Process, Mary Lou Veal, Univeristy of North Carolina, Greensboro, Norch Carolina
Beyond Exercise, Sports Skills, and Time on Task: Toward a Socially Critical Curriculum for Physical Education, George H. Sage, Univeristy of Northern Colorado, Greeley, Colorado
Seeking a Gender-Sensitive Physical Education, Patricia Ventinsky, Univeristy of British Columbia, Vancouver, British Columbia, Canada
A Valuing of Multicultural Education in HPERD, Doris R. Corbett, Howard University, Washinton, DC
Multicultural Education: A Struggle with the Gap Between Theory and Practice, Elizabeth S. Bressan, Univeristy of Stellenbaosch, Republic of South Africa
Physical Education and Cultural Relevance: A Personal Statement, David Kirk, Deakin University, Victoria, Australia

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