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The Curriculum Bridge

The Curriculum Bridge
From Standards to Actual Classroom Practice

Third Edition
Edited by:

November 2012 | 248 pages | Corwin
Thisáthird edition of the author's award-winning book about curriculum, content standards, teaching, and testing keeps a solid focus on today's critical issues of accountability and best classroom practices for teaching and learning. Topics covered include written curriculum and hidden curriculum; juggling stakeholder needs; educational planning and public policy; the impact of new technologies; what we now know about how learning takes place; classroom discourse and management; traditional, alternative, and high-stakes assessments; and how best to plan and implement professional development and action research to ensure that today's reflective teachers succeed in meeting students' educational needs. The third edition provides an up-to-date picture of the education sub-culture in the context of its interactions with the greater cultures in whicháeducators and studentsáreside. This edition also examines the rapidly expanding body of findings of research in the areas of curriculum and learning, assessment, education-related neuroscience, and professional development.
Preface to the Third Edition
Who Should Read This Book

What This Book Is About

About the Author
1. Why Standards and Tests Are on the Front Page
About This Chapter

At the Top of the Political Agenda: Education

Why the Focus on Standards and Tests?

The No Child Left Behind Legislation

Economic Influences and Some Words of Caution

The Media Influence Opinions on Standards

The Origins of the Current Wave of Public Concern

Initial Responses of the Educational Community

Government Calls for Reform

Initial Responses to the Calls for Reform

Standards in Other Countries

A Summary: Systemic Change, Restructuring, and Reform


2. Who Chooses the Curriculum? Are Standards and Tests Necessary?
About This Chapter

Some Charismatic Differences of Opinion

The Public Concerns, Opinions, and Influences

Teachers and Teacher Organizations Respond

University Professors and Researchers Respond

Forms of Curriculum Control

Nongovernment Influences on Curriculum

Getting Ready to Design Curriculum


3. About How Learning Happens
About This Chapter

Educational Philosophy: Piaget and Constructivism


The Changing Nature of the Concept of Intelligence

Cognition, Metacognition, and Goals: Connections to Practice


Real Experiences and Technology in the Instructional Process

Connecting Research to Practice: Summary Hypotheses


4. Choosing Standards and ?Designing Them Down?
About This Chapter

The Curriculum Committee Meets

A Bit of History

Defining Standards in New Terms

Curriculum Enactment

5. Constructing Creative Classrooms
About This Chapter?Dealing With the Differences

Organizing the Environment

The Actors: The Performers and Their Director

The Script: The Overall Plot


6. How Are We Doing? Measuring Success
About This Chapter

Standards and Their Measures

The Purposes of Measures or Assessments

A History of Assessment Forms

The Quality and Consequences of High-Stakes Assessments

Improving HSSB Tests

Where Should Meg, April, and Brad Begin?

Challenge 1: Establishing Validity and Testing Reliability

Challenge 2: Tasks or Performances Versus Concepts

Challenge 3: Writing Rubrics

Challenge 4: Disaggregating the Assessment Results

Challenge 5: Levels of Performance, Grading

Challenge 6: Sharing Results With Students, Parents, and the Community


7. Where Do We Go From Here?
About This Chapter

Where Will the Leadership for Needed Change Come From?

Professional Development for Teachers

Using Technology and Its Networks for Sharing Curriculum and Research

Technology for Communicating With Our Public



"This book provides good, practical suggestions and ideas, and shows their connections to educational research."

Gary Schumacher, Superintendent
Monona Grove School District, WI

"Comprehensive in scope, this book thoroughly lays out what a classroom teacher or curriculum developer needs to do to create an effective curriculum that can then be adapted into actual classroom instruction."

Stephen D. Shepperd, Principal
Sunnyside Elementary School, Kellogg, ID

Contents of book did not clearly align with curriculum leadership course. The text is well written, but would be better suited for master level course.

Patrick Jenlink
Secondary Leadership Educ Dept, Stephen F Austin State University
May 11, 2013
Key features
  • Updated edition of Choice award-winning book.
  • Connects curriculum and standards to best teaching practices.
  • Covers traditional, alternative, and high-stakes assessments.
  • Strong potential for course adoptions and in-service workshops.

The third edition of The Curriculum Bridge begins its history of the status of American education with George W. Bush's 2008 "State of the Union" address, an event that took place seven years later than the onset of NCLB in 2001, the period of time that began the second edition. The new edition then looks back at the events of the previous three decades as they relate to the many current and historical influences on the schools of America. It also introduces some international comparisons. An intensive new update on the implementation of NCLB legislation is included. The pros and cons of federally mandated actions and their attached assessments are presented from the different viewpoints of teachers, researchers and the public. Descriptions of the impact of changes in the economy and an expanded media are also elaborated

The new edition presents emerging ideas of educational philosophy and the rapidly expanding findings of cognitive and neuroscience research. It delves deeply into the tools and findings of brain function research and how they may affect the science of teaching -- the theories of learning, and the practices that incorporate them. The specific connections of the research findings to the standards of curriculum as they are enacted in classroom practice are presented within the context of the curriculum products of agencies such as NCTM (National Council of Teachers of Mathematics), the National Research Council, and the prescriptions of the states of California, Connecticut and Michigan. Precise examples of curriculum design in the current terms of content and performance standards are given. The need for explicit knowledge of embedded concepts and the frustration of teachers with the disparities and language of standards issued by the different agencies are also discussed.

The chapter on assessment in this edition expands on the methods of constructing formats and items that measure student knowledge of the matching curriculum. It also offers updated results on the NAEP (National Assessment of Educational Progress) with comparisons to state test results. It reports on the reactions of teachers and the public to high-stakes tests as well as on their accomplishments and deficiencies including the tendency to "teach to the test." The benefits of disaggregating results and "value added" analyses are also addressed. The final chapter discusses the recent call for applications of test results to measures of teacher quality and the extensions and evaluations of research methods, including mixed-method approaches that combine quantitative and qualitative data.

Pearl Gold Solomon

Pearl G. Solomon is professor emerita of teacher education at St. Thomas Aquinas College in Sparkill, New York. She has served as a director and officer for professional organizations and as a consultant to many school districts, the New York State Education Department, and the United States Department of Education. Solomon is the recipient of a number of special awards from the state and community for her work in science, math, health, and career education. More About Author

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ISBN: 9781412969840