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Ornstein, A. C. & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues (6th ed.). Upper Saddle River, NJ: Pearson Education.

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John Goodlad believes that philosophy is the starting point of curriculum making. He advocated for teacher involvement in the development of curriculum and the planning of activities. However, he also believed that students should be involved in the planning process. Goodlad believed that the purpose of curriculum should be organized around society and student needs.

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Ralph Tyler was a behaviorist who also believed in the progressivist philosophy that the learner's needs are important. He had a linear view of curriculum and outlined four steps that acted as a blueprint for achieving goals. Tyler did not clearly define the roles of the student, teacher, supervisor or principal in curriculum planning.

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Hollis Caswell was a humanist that was part of the progressive movement in the 1920s and 1930s who wanted to shift the focus of curriculum development to improving instruction. His theory was based on the student's natural development and curiosity, with curriculum including lessons related to student life experiences. Elementary ideas of stations or corners developed as a result of this curricula. Caswell envisioned teachers participating in curriculum committees at the school, district, and state levels during the summers or for special circumstances throughout the school year.

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Harold Rugg was a humanist and early social reconstructionist who viewed schools as an extension of society whose curriculum should prepare students to be social change agents. Rugg spear-headed a committee to form a list of fundamental questions for developing curriculum. He did not believe that curriculum should be student-directed and should instead be a cooperative effort of educational professionals and curriculum specialists. Rugg did advocate for the integration of social studies into curriculum.

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William Kilpatrick took a humanistic approach to curriculum, focusing on the whole child. He blended behaviorist and progressivist views to develop the "Project Method". Kilpatrick believed that all content, including humanities and the arts, should be emphasized. He opined that curriculum should be child and activity-centered, and developed with considerable input from the child's real-life experiences.

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W. W. Charters, like Bobbitt, advocated a behavioral approach with a focus on scientific curriculum making that focused on precision of activities that corresponded directly to objectives and subject matter. Charters believed that activities should be aligned to needs determined from a needs assessment.

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Franklin Bobbitt was a behaviorist whose approach outlined hundreds of objectives from personal care to language with the goal of aligning activities to objectives in a machine-like fashion. Bobbitt developed six guidelines for selecting such objectives. He believed that curriculum was a specialty of its own, and he paved the way for the study of curriculum as a science as it is today.