Understanding and Shaping Curriculum: What We Teach and Why » (1st Edition)

Born and raised in Michigan, Tom received his Bachelor of Arts degree in Political Science and History from Western Michigan University in 1960. Following a tour of duty as a Lieutenant in the US Army he completed his masters in History at WMU, taught in middle school and then at Oakland Community College in Detroit. In 1968 he married Sheri and moved to Texas where he earned his doctorate in Curriculum & Instruction at the University of Houston. He worked for a foundation in San Antonio, Texas, for three years and then took a faculty position at Kansas State University. In 1979 he accepted a position at the University of South Alabama in Mobile, where he served a term as chairperson of the University Faculty Senate and chaired the Department of Elementary and Early Childhood Education. At KSU and USA he was a successful grant writer, taught courses in elementary and secondary social studies and curriculum for the undergraduate, masters, and doctoral programs. Opting for an offer of early retirement in 1999, he segued into a new career of consulting, writing, traveling, reading, surfing the Internet, bird watching, and tending his flower garden. He also enjoys cooking, dinner parties with friends, Mardi Gras, singing tenor with his wife in the church choir, sharing life with their married children, and contemplating future ventures.

Understanding and Shaping Curriculum: What We Teach and Why introduces readers to curriculum as knowledge, curriculum as work, and curriculum as professional practice. Author Thomas W. Hewitt discusses curriculum from theoretical and practical perspectives to not only acquaint readers with the study of curriculum, but also help them to become effective curriculum practitioners.  

Key Features:

• Emphasizes the various dimensions of curriculum practice: Becoming a curriculum practitioner requires understanding academic-practice knowledge, the forces shaping curriculum, the array of curriculum work from policymaking to evaluation, and how those are integrated forming a sense of professional practice. This book examines curriculum knowledge that is both academic and practice based.
• Brings theoretical concepts to life: 'Perspective into Practice' sections illustrate the relevance of the material to both elementary and secondary school settings and contexts. In addition, end-of-chapter resources provide ideas for further discussion and assignments that address different roles and the various dimensions of curriculum practice.
• Examines current issues: Part of being a good practitioner is understanding the inevitability of change and the necessity to keep current about issues and trends that affect both the knowledge and the work of curriculum. Separate chapters on issues and trends give students the opportunity to explore what is happening in today's schools and curriculum.  

Intended Audience: This is an idealtext for masters and doctoral-level courses on Curriculum, Curriculum Development, and Curriculum Design.