Hardback : £48.33
`A coherent approach to curriculum, instruction, and assessment in the age of standards-driven education.... It will be an excellent contribution' - H Lynn Erickson, Author, Concept-Based Curriculum and Instruction (Corwin Press 2002)
`The book builds a bridge of confidence that will convince readers both of the ideas and their own ability to succeed' - David W Champagne, Professor Emeritus, University of Pittsburgh
`A wonderful and thorough explanation of the Balanced Curriculum' - Michelle Barnea, Educational Consultant, Milburn, New Jersey
The book offers a comprehensive collection of curriculum mapping and assessment tools, including sample lessons, rubrics, planning guides, state-specific examples of implementation; and screen shots from the online database, all illustrating the balanced curriculum process in action.
David A. Squires is currently an associate professor working with doctoral students in the Educational Leadership Program at Southern Connecticut State University, specializing in curriculum, school reform, and organizational development. Previous positions include with the Comer School Development Program at Yale University; as a central office administrator for over a decade in Red Bank, New Jersey, where student achievement improved from below to above grade level; as a research specialist at Research for Better Schools in Philadelphia; as a graduate research assistant in the Learning Research and Development Center at the University of Pittsburgh, where he received his doctorate in curriculum and supervision with minors in language arts education and administration; and as a high school English teacher in suburban Pittsburgh and inner-city Cleveland. He heads a consulting firm, ABC Education Consultants, LLC, that assists school districts in writing and implementing the Balanced Curriculum.
Foreword - Fenwick W. English
Preface
About the Author
About the Balanced Curriculum Web Site
Introduction
Section I. Curriculum Tools and Concepts: Textbooks, Standards, Alignment, and Standardized Testing
1. Curriculum, Instruction, Assessment, and Standards
2. Textbooks: What the Research Says
3. Understanding and Using National, State, and Local Frameworks and Standards
4. The Importance of Aligning Curriculum
5. The Conundrum of Standardized Testing
Section II. The Design of the Balanced Curriculum
6. Curriculum Structure and Criteria for a Useful and Useable Curriculum
7. The Balanced Curriculum Process
8. Setting Up the Curriculum Writing Process
9. Defining the Components of a Good Program
10. Reviewing Standards, Sequencing Courses, Describing Units, and Delineating Unit Timelines
11. Other Standards for Alignment and Balance
12. Generating and Validating Significant Tasks
13. Aligning the Balanced Curriculum With Standards and Assessments
14. Balancing the Aligned Curriculum
15. Constructing Content Assessments
16. Constructing Format Assessments
Section III. Staff Development for and Results of the Balanced Curriculum
17. Introducing the Balanced Curriculum Process in a District
18. Staff Development to Promote Curriculum Implementation
19. The Superintendent's Role - Philomena T. Pezzano
20. The Results So Far: Fifteen Years of Data From Urban, Suburban, and Rural Schools
Bibliography
Index
`A coherent approach to curriculum, instruction, and assessment in the age of standards-driven education.... It will be an excellent contribution' - H Lynn Erickson, Author, Concept-Based Curriculum and Instruction (Corwin Press 2002)
`The book builds a bridge of confidence that will convince readers both of the ideas and their own ability to succeed' - David W Champagne, Professor Emeritus, University of Pittsburgh
`A wonderful and thorough explanation of the Balanced Curriculum' - Michelle Barnea, Educational Consultant, Milburn, New Jersey
The book offers a comprehensive collection of curriculum mapping and assessment tools, including sample lessons, rubrics, planning guides, state-specific examples of implementation; and screen shots from the online database, all illustrating the balanced curriculum process in action.
David A. Squires is currently an associate professor working with doctoral students in the Educational Leadership Program at Southern Connecticut State University, specializing in curriculum, school reform, and organizational development. Previous positions include with the Comer School Development Program at Yale University; as a central office administrator for over a decade in Red Bank, New Jersey, where student achievement improved from below to above grade level; as a research specialist at Research for Better Schools in Philadelphia; as a graduate research assistant in the Learning Research and Development Center at the University of Pittsburgh, where he received his doctorate in curriculum and supervision with minors in language arts education and administration; and as a high school English teacher in suburban Pittsburgh and inner-city Cleveland. He heads a consulting firm, ABC Education Consultants, LLC, that assists school districts in writing and implementing the Balanced Curriculum.
Foreword - Fenwick W. English
Preface
About the Author
About the Balanced Curriculum Web Site
Introduction
Section I. Curriculum Tools and Concepts: Textbooks, Standards, Alignment, and Standardized Testing
1. Curriculum, Instruction, Assessment, and Standards
2. Textbooks: What the Research Says
3. Understanding and Using National, State, and Local Frameworks and Standards
4. The Importance of Aligning Curriculum
5. The Conundrum of Standardized Testing
Section II. The Design of the Balanced Curriculum
6. Curriculum Structure and Criteria for a Useful and Useable Curriculum
7. The Balanced Curriculum Process
8. Setting Up the Curriculum Writing Process
9. Defining the Components of a Good Program
10. Reviewing Standards, Sequencing Courses, Describing Units, and Delineating Unit Timelines
11. Other Standards for Alignment and Balance
12. Generating and Validating Significant Tasks
13. Aligning the Balanced Curriculum With Standards and Assessments
14. Balancing the Aligned Curriculum
15. Constructing Content Assessments
16. Constructing Format Assessments
Section III. Staff Development for and Results of the Balanced Curriculum
17. Introducing the Balanced Curriculum Process in a District
18. Staff Development to Promote Curriculum Implementation
19. The Superintendent's Role - Philomena T. Pezzano
20. The Results So Far: Fifteen Years of Data From Urban, Suburban, and Rural Schools
Bibliography
Index
Foreword - Fenwick W. English
Preface
About the Author
About the Balanced Curriculum Web Site
Introduction
Section I. Curriculum Tools and Concepts: Textbooks, Standards,
Alignment, and Standardized Testing
1. Curriculum, Instruction, Assessment, and Standards
2. Textbooks: What the Research Says
3. Understanding and Using National, State, and Local Frameworks
and Standards
4. The Importance of Aligning Curriculum
5. The Conundrum of Standardized Testing
Section II. The Design of the Balanced Curriculum
6. Curriculum Structure and Criteria for a Useful and Useable
Curriculum
7. The Balanced Curriculum Process
8. Setting Up the Curriculum Writing Process
9. Defining the Components of a Good Program
10. Reviewing Standards, Sequencing Courses, Describing Units, and
Delineating Unit Timelines
11. Other Standards for Alignment and Balance
12. Generating and Validating Significant Tasks
13. Aligning the Balanced Curriculum With Standards and
Assessments
14. Balancing the Aligned Curriculum
15. Constructing Content Assessments
16. Constructing Format Assessments
Section III. Staff Development for and Results of the Balanced
Curriculum
17. Introducing the Balanced Curriculum Process in a District
18. Staff Development to Promote Curriculum Implementation
19. The Superintendent′s Role - Philomena T. Pezzano
20. The Results So Far: Fifteen Years of Data From Urban, Suburban,
and Rural Schools
Bibliography
Index
David A. Squires is currently an associate professor working with doctoral students in the Educational Leadership Program at Southern Connecticut State University, specializing in curriculum, school reform, and organizational development. Previous positions include with the Comer School Development Program at Yale University; as a central office administrator for over a decade in Red Bank, New Jersey, where student achievement improved from below to above grade level; as a research specialist at Research for Better Schools in Philadelphia; as a graduate research assistant in the Learning Research and Development Center at the University of Pittsburgh, where he received his doctorate in curriculum and supervision with minors in language arts education and administration; and as a high school English teacher in suburban Pittsburgh and inner-city Cleveland. He heads a consulting firm, ABC Education Consultants, LLC, that assists school districts in writing and implementing the Balanced Curriculum.
"A coherent approach to curriculum, instruction, and assessment in
the age of standards-driven education. It will be an excellent
contribution."
*H. Lynn Erickson*
"I’m happy with the Balanced Curriculum process, my Board is happy,
and my students are benefiting from it."
*Philomena T. Pezzano, District Superintendent*
"The book builds a bridge of confidence that will convince readers
of both the ideas and of their own ability to succeed."
*David W. Champagne, Professor Emeritus*
"A wonderful and thorough explanation of the Balanced
Curriculum."
*Michelle Barnea, Educational Consultant*
"The work that Dr. Squires has done in moving the curriculum
development process onto the Web has removed some of the tedium
involved in crafting curriculum, making it ‘user friendly’ and open
to the kinds of ongoing changes that make the promise of continual
renewal of curriculum a reality."
*From the Foreword by Fenwick W. English, R. Wendell Eaves
Distinguished Professor of Educational Leadership*
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