Curriculum Planning in the Language Arts K-12
An Holistic Perspective

Mary Courtland, Trevor Gambell   (Eds.)

Captus Press, ISBN 978-1-895712-25-4 (1994)
418 pages, 550 g, 6 X 9, $39.00 (US$31.25)
 

This is the first book to deal with the planning and implementing of holistic language arts curricula and programs in schools. Teachers, as professionals, are at the centre of curriculum planning and implementing. This book demonstrates the process by which they can develop effective language arts programs for students across the grade spectrum. Contributors include highly respected members of the educational community whose diverse experiences and expertise ensure a broad coverage of the subject matter. This book will appeal to all levels of educators with an interest in language arts education such as teachers, administrators, consultants, supervisors, curriculum developers and implementers, teacher-educators, and pre-service educators.

Table of Contents   top

Foreword

Acknowledgement

Part I Initiation/Planning

  • Influences on Curriculum (Trevor J. Gambell)
  • Establishing a Theoretical Framework for Language Arts Programs (Mary Clare Courtland)

Part II Development

  • The Curriculum Process (Trevor J. Gambell)
  • Formulating Goals and Objectives (Marilyn Lewis)
  • Engaging Children in Language and Learning in the Primary School: Experiencing, Enquiring, Examining (Mary H. Maguire)
  • Learning and Living Together: Creating the Elementary Language Arts Class (Sharon J. Rich)
  • A Path Laid Down While Walking: Curriculum Development in High School English Programs (Dennis J.Sumara)
  • The Magic and Potential of Children's Literature in the Elementary Classroom (Mary Clare Courtland)
  • Using Literature in Middle School and Secondary Classrooms (Patrick Dias)
  • The Role of Technology in Holistic Language Arts Classroom (Larry Miller and Rebecca Miller)
  • Language Across the Curriculum (Marion Crowhurst)

Part III Implementation

  • Understanding Change (Trevor J. Gambell)
  • School-Centred Curriculum Changer (Mary Clare Courtland)
  • Teacher Change (Mary Clare Courtland)
  • Parent and Community Involvement (Jane Baskwill)

Part IV Assessment

  • The Issues and Challenges of Assessment (Trevor J. Gambell and Sam Robinson)
  • Assessment Practices (Sam Robinson and Trevor J. Gambell)

Part V: Future Directions

  • Literacy Research, Curriculum and Instruction (Marilyn Chapman and Victor Froese)
  • Instruction: Promises Yet to Fulfill (David Dillon)

Part VI List of Contributors and Index

  • List of Contributors

Index

Instructor Resources   top

Related Resources   top

About the Author   top

Mary Clare Courtland is Professor in the Faculty of Education, Lakehead University, Thunder Bay, Ontario and Chair of Graduate Studies in Education and Continuing Teacher Education Program. She teaches preservice courses in language education, inservice courses in primary methods, and graduate courses in language education, change and implementation, and qualitative research. She was coordinator of Language Arts for English language elementary schools for the Quebec Quebec Ministère de l'Éducation and was responsible for the development of the holistic elementary language arts program (1-6) currently in place in Quebec. She has worked with teachers on staff development projects to implement writing process and the whole language and has described their experiences with change processes. She has published in the field of language arts in Canada and the United States, and has presented at national and international conferences.

Trevor J. Gambell teaches in the Department of Curriculum Studies at the University of Saskatchewan, Saskatoon, Canada. He is also variously Graduate Chair and Acting Department Head. His interests are in English Language arts education, especially at the graduate level. Academic and professional interests include the teaching of literature and reader-response to literature, teaching writing and writing process using computers, undergraduate student writing across the university disciplines, and developing students' syntactic structures. Currently he is completing a book on undergraduate students' adaptation to the different generic demands of university writing across disciplines. Personal interests include canoeing and hiking in the summer, and cross-country skiing in winter to relieve the trauma of prairie winters.