Elementary School Organization and Administration

By Henry J. Otto | Go to book overview

3
Curriculum Issues

THE CURRICULUM of the elementary school consists of the sum total of educative experiences of children during their sojourn in the first unit of the educational system. The curriculum may be considered as the vehicle whereby and through which we hope to enable children to achieve the objectives of elementary education. The curriculum, therefore, is not merely a course of study, an organized program of studies, or a question of subject matter. It is more inclusive than any of these items. It represents all of the activities transpiring in school life through which a child learns. The various studies, organized activities, both curricular and extracurricular, and the entire social life and atmosphere of the school find their respective places in the curriculum. Each is designed to make its contribution toward the attainment of the ultimate goals of education.


THE IMPORTANCE OF THE CURRICULUM

The curriculum, as the heart of the school, is the most important aspect of the elementary school. It is the curriculum which gives expression in concrete form to the educational theories and policies which govern elementary education in a given community. Whatever the accepted objectives of elementary education may be, the degree to which they are attained and the manner in which they are attained are determined in large measure by the curriculum and the educational theories which it represents. It is entirely within reason to believe that many present-day curricula are entirely out of harmony with modern objectives of elementary education, and hence make it relatively impossible for children to attain the goals which have been assigned to the elementary school of the twentieth century.

Additional testimony regarding the importance of the curriculum arises out of the current scene of public and professional concern for education. The number of articles on education in lay journals, the number of lay organizations that have developed in recent years concerned with the promotion or destruction of public education, and the agitation of local lay groups about one or more phases of current school programs are ample testimony of a widespread lay interest in what the schools teach and how well it is

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Elementary School Organization and Administration
Table of contents

Table of contents

  • Title Page iii
  • Editor's Introduction v
  • Preface vii
  • Contents xi
  • 1 - Elementary Education in Transition 1
  • Selected Bibliography 36
  • 2 - The Role of the Elementary School 37
  • Selected Bibliography 77
  • 3 - Curriculum Issues 78
  • Selected Bibliography 124
  • 4 - General Features Of Elementary-School Organization 127
  • Selected Bibliography 164
  • 5 - Grouping Children For Wholesome Development 165
  • Selected Bibliography 220
  • 6 - Children's Progress Through the School 221
  • Selected Bibliography 286
  • 7 - Organization for Instruction 287
  • Selected Bibliography 319
  • 8 - Organization for Supervision 320
  • Selected Bibliography 351
  • 9 - Pupil Personnel Services 353
  • Selected Bibliography 403
  • 10 - Library Service 404
  • Selected Bibliography 437
  • 11 - Protection and Promotion Of Children's Health 438
  • Selected Bibliography 483
  • 12 - Educational Provisions For Exceptional Children 485
  • Selected Bibliography 537
  • 13 - The School in Its Community At Mid-Century 539
  • Selected Bibliography 581
  • 14 - Provisions for Administering The School 583
  • Clearing-House for Details Of School Operation 610
  • 15 - School-Plant Trends 612
  • Selected Bibliography 650
  • 16 - The Professional Elementary-School Principal 652
  • Selected Bibliography 691
  • Appendix 693
  • Index 715
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