Curriculum Leadership: Strategies for Development and Implementation is aimed at those who currently work as curriculum leaders and those preparing for these roles. Its primary goal is to provide these readers with the knowledge and skills necessary to exercise curriculum leadership at multiple levels and in various roles.

To this end, the book begins by exploring the foundations of the field in Part I, Curriculum Foundations, so that decisions are made from a broad perspective with deep knowledge. The first chapter defines the basic concepts used throughout the work, explains the general concept of curriculum, and clarifies its essential elements; the purpose of this chapter is to provide the reader with a set of conceptual tools. The second chapter reviews the past one hundred years of curriculum history, so that decision-makers can view present problems and solutions from an informed historical perspective. The third chapter explores several types of curriculum theory, as good theory provides deeper insight into the complex relationships involved in all curriculum work. The final chapter of the 'Foundations' section examines curriculum policymaking—the way power and influence affect curriculum decision-making at the federal and local levels.

Part II, Curriculum Processes, turns to procedures. The overall goal of this section is to help the reader acquire the skills necessary to effect major curriculum change. The section begins with an overview of the curriculum planning process, then separate chapters address the more specific processes of improving and developing the three levels of the curriculum—programs of study, fields of study, and courses and units of study.

Part III of the book, Curriculum Management, is concerned with managing the curriculum. If a curriculum is to be truly effective, it must be well-managed. Chapter nine suggests specific ways a leader can supervise both instructional processes and the selection and use of materials—the 'supported' curriculum and the 'taught' curriculum—to use the constructs employed in this work. Chapter ten shows how to develop and implement a district-level curriculum in the fields of study. The next chapter presents the rationale and explains the processes used in curriculum alignment—ensuring that the written, taught, tested, and learned curricula are congruent. The final chapter in this section, Curriculum Evaluation, reviews several models for curriculum evaluation and makes specific suggestions for developing and implementing a comprehensive evaluation model.

The book concludes with Part IV on Curriculum Trends—current trends in the curriculum. Chapter 13 deals with trends in subject fields, and Chapter 14 covers trends across the curriculum, including the use of technology. The book ends by examining current approaches to individualizing and adapting the curriculum for learners with special needs.

• By: Allan A. Glatthorn, Floyd Boschee, Bonni F. Boschee, Bruce M. Whitehead
• Translated by: Dr. Majdi Masha'leh
• Number of Pages: 720
• Year of Publication: 2019
• Binding Type: Hardcover
• Edition Number: First
• Print Color: Black
• Dimensions (cm): 17 x 24
• Weight (kg): 1.235
• Barcode: 9789957922016