“Comprehensive, up-to-date, and highly readable.” — Mary C. Clement, Berry College

“This is an outstanding text. It addresses traditional issues associated with planning while incorporating traditional issues/concerns for the common core goals. The text is comprehensive and therefore useful for a variety of undergraduate and graduate classes.” — Basilio Serrano, SUNY Old Westbury

“Henson’s book is, for me, the best available on curriculum planning. So much so that I often cite it in my own research.” — William Timpson, Colorado State University

“I so appreciate Dr. Henson’s contribution over so many years.” — Martin Jacobs, Murray State University

“This book provides an excellent platform for developing leadership in the curriculum arena. Theoretical models, in-depth case studies, focus questions and suggested activities provide the basis for informed decision making in the curriculum development, implementation and evaluation process. . . . This text equips students with the tools necessary to take a powerful role in curriculum decisions at all levels.” —Patricia M. Richardson, University of Maryland, College Park

“I am enthralled with this book. I have become a great fan of Ken Henson’s style of writing about very complex issues in clear, understandable and non-jargonish language. . . . All the major theories are covered in depth without burying the reader in useless historical information. The theoretical concepts are represented with accuracy and also juxtaposed with contrasting concepts. Henson captures the important essence of the education reform movement and applies it to the process of developing curriculum with the end user in mind.” —Daniel C. Elliott, Azusa Pacific University

1. An Introduction to Curriculum Development
The Case of Eastwood Middle School / The Integrated Themes / The Importance of Curriculum / Defining and Interpreting Curriculum / The Negative Impact of Reform Reports / The Legacy of A Nation At Risk: No Child Left Behind / Positive Outcomes of Education Reform/ Case Study: Action Research as an Instrument of Change / Conclusion

2. Social and Technological Foundations of Curriculum
The Case of Linda Blevins and Marvin Watts / Part I: Social Foundations / Importance of the Society–School Relationship / Part II: Technological Foundations / The Case of O'Donnell School: Technology Goes Home @ School Builds Parental Involvement / Education Technology/Information Literacy / The Versatile Computer / The Internet Explosion / Case Study: Listening to Themselves: Podcasting Takes Lessons Beyond the Classroom / Education Technology: Implications for the Future / Conclusion

3. Historical and Philosophical Foundations of Curriculum
The Case of Diane Worley / Part I: Historical Foundations / The Evolution of American Education / Goals for Tomorrow’s Schools / Part II: Philosophical Foundations / Basic Philosophical Systems / Case Study: Philosophies in Conflict / Influences of Philosophy on Education / Conclusion

4. Concepts, Theories, and Models
The Case of a Disappointed Student / The Role of Research / Terminological Pitfalls / Concepts / Theories / Case Study: Selecting Activities to Personalize the Curriculum / Models / Examples of Models in Action / Some Final Suggestions / Conclusion

5. Designing and Organizing Curricula
The Case of the Little School that Grew / Curriculum Designs / Case Study: Using Concept Mapping for Collaborative Curriculum Design / Curriculum Design Qualities / Conclusion

6. Aims, Goals, and Objectives
The Case of San Sona Elementary School / The Aims, Goals, and Objectives of Curriculum Development / Criteria for Writing Performance Objectives / Performance Objectives in the Three Domains / Case Study: "Together We Are Better" / Conclusion

7. Selecting Content and Activities
The Case of Building Bridges to Reform / The Importance of Content and Activities Selection / Problems in Content and Activities Selection / Content Selection / Personalizing the Curriculum / Activities Selection / Case Study: Building Capacity through Collaboration / Education Reform’s Impact on Content and Activities Selection / Tables of Specifications / Conclusion

8. Helping People Change
The Case of Regional University / Becoming Agents for Change / Promoting Teacher Involvement / Case Study: Collaborating for Change / Educational Leadership / Conclusion

9. Evaluating Instruction and the Curriculum
The Case of an Accreditation Visit / The Significance of Evaluation / Evaluating Instruction / Case Study: Integrating and Assessing Critical Thinking across the Curriculum / Evaluating the Curriculum / Evaluating Curriculum Components / Evaluating School Reform / Conclusion

10. Planning and Converting Curriculum into Instruction
A Wichita School Case / Strategies of Curriculum and Instruction / Long-Range Planning / Daily Lesson Planning / Case Study: Reenergizing a School in a High-Challenge Environment / Individualizing Instruction / Conclusion

11. Current and Future Curriculum Trends
Safe Schools / Self-Directed Learning / Home Schooling / Multidisciplinary/Thematic Approach / Reading and Writing across the Curriculum / Alternative Assessment / Tenure and Life Certification / Ethnic Diversity / Gender Equity / Geographic Stereotyping / Students with Special Needs / Inclusion / Case Study: Whom Are We Preparing for Inclusion? / Gifted Students / Senior Citizens and Service Learning / Magnet Schools / Charter Schools / Business-School Partnership Programs / National Standards / Increased Parental Involvement and Control / Interstate Teacher Assessment and Support Consortium (InTASC) / Privatizing Public Schools / The World of Work / Global Education / Vouchers and School Choice / Cooperative Learning / Multiple Intelligences / Evaluating Textbooks and Ancillary Materials / Increased and Expanded Use of Technology / Summary / Conclusion

Glossary