Preface to the Second Edition
About the Authors
1. The Rationale and Guiding Principles for an Evolving Conception of Curriculum
A Word to New Readers About This Chapter
Reasons for Another Curriculum Model
Theoretical and Research-Based Underpinnings of the Parallel Curriculum Model
2. An Overview of the Parallel Curriculum Model
A Look at the Four Curriculum Parallels
The Curriculum of Connections
The Curriculum of Practice
The Curriculum of Identity
Curriculum Combining the Four Parallels
Planning Quality Curriculum
Ensuring Fidelity to the Parallel Curriculum Model
Looking Ahead in the Book
3. Thinking About the Elements of Curriculum Design
Planning Quality Curriculum
Some Key Components of Curriculum Design
Components of a Comprehensive Curriculum Plan
Differentiation Based on Learner Need (Including AID)
Remodeling a Unit Using the Comprehensive Curriculum Framework: One Teacher's Approach
4. The Core Curriculum Parallel
Why Four Approaches to Curriculum Design? Isn't One Good Enough?
What Is "Core" in the Core Curriculum Parallel?
How Are the Key Curriculum Components Reconfigured to Achieve the Goals of the Core Curriculum Parallel?
Revising the Remaining Curriculum Components to Address the Goals of the Core Curriculum Parallel
Using the Goals of the Core Curriculum Parallel and Key Curricular Elements for Lydia Janis's Civil War Unit
5. The Curriculum of Connections Parallel
What Is the Curriculum of Connections?
The Purpose of a Curriculum of Connections: Why Should a Teacher Emphasize Connections and Relationships?
The Curriclum of Connections: When Should I Use This Parallel?
The Characteristics of the Curriculum Components Within the Curriculum of Connections
Reconfiguring Other Curriculum Components for the Curriculum of Connections
An Example of the Curriculum of Connections Using the Civil War Unit
6. The Curriculum of Practice Parallel
What Does It Mean to "Practice" in a Curriculum?
Why Does It Matter to Have Students Engage in the Curriculum of Practice?
Key Features of the Components of Curriculum in the Curriculum of Practice?
An Example of the Curriculum of Practice Using Lydia's Civil War Unit
7. The Curriculum of Identity Parallel
What Does Identity Mean in the Curriculum of Identity?
Why Should We Be Concerned About a Student's Identity?
What Are the Key Features and Characteristics of Curriculum Components Within the Curriculum of Identity?
An Example of the Curriculum of Identity Using Lydia's Civil War Unit
8. Ascending Intellectual Demand in the Parallel Curriculum Model: The Journey Toward Expertise
Ascending Intellectual Demand: The Path to Expertise
Planning Backwards From Expertise
Understanding the AID Continuum
On the Continuum Apprentice
On the Continuum Practitioner
Transitions on the AID Continuum
A Model for Planning Student Movement Along the AID Continuum
The Apprentice in Science
The Practitioner in Science
Planning the Path Toward Expertise in Science
The Novice in Mathematics
The Apprentice in Mathematics
The Practitioner in Mathematics
The Expert in Mathematics
The Apprentice in History
The Practitioner in History
The Novice in English and Language Arts
The Apprentice in English and Language Arts
The Practitioner in English and Language Arts
The Expert in English and Language Arts
Resource A: Teaching Resources for Chapter 8