1. Table 10.1 Two Elementary Teachers’ Schedules Sharon’s First-Grade Schedule Susie’s Third-Grade Schedule Clean up/prepare for dismissal2:45-3:00Call buses/dismissal2:45-3:00 Read story2:30-2:45Class meeting2:30-2:45 Spelling/catch up on material not covered earlier 2:00-2:30Social studies/science1:45-2:30 Math12:45- 2:00 P.E.1:15-1:45 Lunch12:15- 12:45 Center time (practice on language arts and math) 12:20-1:15 Language arts/social studies/science11:15- 12:15 Read story11:50-12:20 P.E.10:45- 11:15 Lunch11:20-11:50 Snack/independent reading10:20- 10:45 Math10:30-11:20 Language arts (including reading and writing) 9:15- 10:20 Language arts (including reading and writing) 8:45-10:30 Independent work (practice previous day’s language arts and math) 8:30-9:15Morning announcements8:30-8:45 School begins8:30 a.m.School begins8:30 a.m. ©2005 by Pearson Education, Inc. All Rights Reserved Introduction to Teaching: Becoming a Professional, 2 nd Edition Kauchak and Eggen

2. Figure 10.1 Forces Influencing Curriculum TextbooksPhilosophyThe national government The teacher State and local districtsProfessional organizations ©2005 by Pearson Education, Inc. All Rights Reserved Introduction to Teaching: Becoming a Professional, 2 nd Edition Kauchak and Eggen

3. Table 10.2 Philosophical Foundations of Curriculum Academic disciplines tend to artificially “compartmentalize” what students learn. Students complain that traditional subjects are irrelevant. Research indicates that expertise and problem-solving ability depend on knowledge.* Schools and teachers are being held accountable, and accountability depends on discipline-based tests. Essentialism Perennialism Academic disciplines Society’s needs change rapidly, often making curriculum obsolete. Learners may be steered into career choices too early, limiting long-range opportunities. Students learn to integrate information from a variety of sources. Curriculum is relevant, contributing to learner motivation. ProgressivismNeeds of society Efforts to respond to the special needs of each individual are virtually impossible. Students may not be the best judges of their long-range needs, opting for shallow learning experiences. Concern for individuals is placed at the heart of curriculum development. Learner motivation is promoted. ProgressivismNeeds of individuals DisadvantagesAdvantages Dominant Educational Philosophy Basis for Curriculum Source: * Bruning, Shraw, & Ronning (1999) Cognitive Psychology & Instruction (3 rd ed), Upper Saddle River, NJ: Prentice Hall. ©2005 by Pearson Education, Inc. All Rights Reserved

4. Table 10.4 Examples of Changes in Emphasis in Mathematics Having students passively listen to explanations. Dispensing information. Actively involving students. Facilitating learning. Teaching practices Memorizing procedures and drilling on equation solving. Using a variety of methods to solve equations. Algebra Memorizing rules and algorithms. Memorizing procedures. Developing operation sense. Using estimation in problem solving and emphasizing sensibility of answers. Operations and computation Doing worksheets.Discussing mathematical ideas.Communication Practicing routine problems.Pursuing open-ended problems. Problem solving Decreased EmphasisIncreased EmphasisArea ©2005 by Pearson Education, Inc. All Rights Reserved Introduction to Teaching: Becoming a Professional, 2 nd Edition Kauchak and Eggen

5. Table 10.5 The Federal Government’s Influence on Curriculum Established a list of goals American education was to reach by the year 2000. 1994Goals 2000: Educate America Act Stimulated the modern environmental-education movement. 1991Environmental Education Act Increased participation of learners with exceptionalities in the regular curriculum. 1975Individuals with Disabilities Education Act (IDEA) Increased girls’ participation in physical education and sports. 1972Title IX Provided for teaching the curriculum in students’ native languages as they gradually learned English. 1968Bilingual Education Act Created Title I, designed to help disadvantaged children acquire basic skills. 1965Elementary and Secondary Education Act Prohibited discrimination on the basis of race, color, or national origin. Intended to provide all students with equal access to the curriculum. 1964Civil Rights Act Increased emphasis on vocational training and teaching marketable skills. 1964Economic Opportunity Act Made math, science, and foreign language high curriculum priorities. 1958National Defense Education Act Impact on CurriculumDateAct ©2005 by Pearson Education, Inc. All Rights Reserved Introduction to Teaching: Becoming a Professional, 2 nd Edition Kauchak and Eggen