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Practices & Perspectives


Year : 2020

Bibliography :


ISBN : 9789388691499(HB), Price : $39.80 Add To Cart

ISBN : 9789388691505(PB), Price : $8.80Add To Cart

About the Book

“Our attitude towards the curriculum has been influenced by a desire to assist children to acquire or develop the habits, skills, interests and sentiments which they will need both for their own well-being and for that of the people among whom they will live.”

This book provides a complete overview of Curriculum Development including the related approaches, theories and practices. It analyses the factors such as types, models, principles and process of change or revision involved in curriculum design. Focus lies on its process, including the phases and model designs. Useful insights into National Curriculum Framework and its utility towards integral education are dealt with. Written in simple and effective language, the book should be useful to all its users and readers.

About Author

Dr. Sushanta Kumar Panda is associated with Post Graduate Department of Education, University of Jammu and has more than 13 years teaching experience. He has published several articles in various journals and presented paper in several National and International seminars and workshops in India and abroad.

Dr. Niharika Panda,associated with Post Graduate Department of Education, University of Jammu,has teaching experience of more than seven years. She has published several articles in various journals and presented paper in several National and International seminars and workshops in India.





1. Concepts and Bases

1.1 Concept of Curriculum

1.2 Characteristics of Curriculum

1.3 Objectives of Curriculum

1.4 Components of Curriculum

1.5 Bases of Curriculum


2. Types of Curriculum

2.1 Subject Centered Curriculum

2.2 Learner Centered Curriculum

2.3 Community Centered Curriculum

2.4 Activity Centered Curriculum

2.5 Emerging Curriculum

2.6 Hidden Curriculum

2.7 Irrelevant Curriculum

2.8 Integrated Curriculum

2.9 Rigid and Flexible Curriculum

2.10 Differentiated and Undifferentiated Curriculum

2.11 Broad Fields Curriculum

2.12 Core Curriculum


3. Historical Growth of Curriculum

3.1 Historical Foundations of Curriculum in India

3.2 Modern Indian Educators and Their Contribution to Curriculum

3.3 Modern Trends in Curriculum Organization and Development

3.4 National Curriculum Framework (NCF) 2000

3.5 National Curriculum Framework (NCF) 2005

3.6 National Curriculum Framework for Teacher Education 2009

3.7 Constructivist Learning Approach

3.8 Open Educational Resources


4. Curriculum Planning and Development

4.1 Aims, Goals and Objectives

4.2 Selection of Content

x Curriculum Development

4.3 Dimensions of Curriculum Design

4.4 Sources of Curriculum Design

4.5 Principles of Curriculum Development

4.6 Process of Curriculum Development

4.7 Problems of Curriculum Load

4.8 Participation of Functionaries and Beneficiaries in Curriculum  Development

4.9 Modes of Curriculum Transaction


5. Models of Curriculum Development

5.1 Technical/Scientific Models

5.2 Non-technical/Non-scientific Models


6. Theories and Approaches of Curriculum

6.1 Theories of Curriculum

6.2 Approaches to Curriculum

6.3 Curriculum Change


7. Curriculum Evaluation

7.0 Curriculum Evaluation

7.1 Approaches to Curriculum Evaluation

7.2 Needs of Curriculum Evaluation

7.3 Sources of Curriculum Evaluation

7.4 Guidelines for Curriculum Evaluation

7.5 Phases of Evaluation

7.6 Aspects of Evaluation

7.7 Criterion-referenced and Norm-referenced Evaluation

7.8 Choice Based Credit System

7.9 Tools and Techniques of Curriculum Evaluation

7.10 Models of Curriculum Evaluation


8. Selection and Organisation of Learning Experiences

8.1 Principles and Criteria for Developing Learning Experiences

8.2 Designing Integrated and Interdisciplinary Learning experiences

8.3 Infusion of Environment Related Knowledge and Concerns in All Subjects and Levels

8.4 Creation of Adequate room for Voicing Child’s thoughts, Curiosity and Creativity

8.5 Lifelong Perspectives in Learning

8.6 Remedial Teaching and Enrichment Programme

8.7 Teacher Effectiveness



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