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Goodlad's main focus is School Reform. He has two accomplishments of writing two books, A place Called School and What Are Schools For? He believed that curriculum should be organized around the needs of society and students. Goodlad puts emphasis on active learning and critical thinking in the classroom. He also believes that content needs to align with standards and high-stakes tests. He wants teachers to be involved in changing education's goals and developing curriculum for their students. Goodlad believes that researchers and teachers should work together to develop new ideas that are related to curriculum and teaching.

Orinstein, A. & Hunkins, F. P. (2013). Curriculum foundations, principles and issues. New Jersey: Pearson Education, Inc.

Photo of Goodlad Retrieved From:
http://www.artsjournal.com/dewey21c/2010/05/essential_reading_john_goodlad.html

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Tyler had many great accomplishments during his lifetime. He published more than 700 articles and 16 books on curriculum, instruction, and evaluation. He is best known for his book called Basic Principles of Curriculum and Instruction. Tyler's philosophy discusses the basic principles of curriculum that include subject matter that is organized in terms of knowledge, skills and values. He emphasizes curriculum as a science and focusing on student needs and interests. Tyler was influenced by the progressive social theories of Judd and Dewey as well as behaviorists such as Bobbitt and Charters for his own philosophy. He could show any school or district how to create goals, organize the meanings, and retrieve resources to shape the curriculum and instruction by showing the relationship between curriculum and instruction.

Orinstein, A. & Hunkins, F. P. (2013). Curriculum foundations, principles and issues. New Jersey: Pearson Education, Inc.

Photo of Tyler Retrieved From:
https://talkcurriculum.wordpress.com/2014/09/26/tyler-r-2013-basic-principles-of-curriculum-and-instruction-in-d-j-flinders-s-j-thornton-eds-curriculum-studies-reader-4th-ed-pp-59-68-new-york-ny-routledgefalmer/

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Caswell was also during the Development Period like Rugg. During his time Caswell wanted to change his emphasis from formulating a course of study to improving instruction. He thought that curriculum should help the teachers align their instructional activities with content and students' needs and interests. Caswell believed that the content should be used as a guide for teachers to use in planning their daily lessons instead of following plans in detail. Caswell was a coauthor to a book called Curriculum Development with Campbell where Caswell's philosophy of curriculum needed to address children's interests, social functions, and organized knowledge is discussed.

Orinstein, A. & Hunkins, F. P. (2013). Curriculum foundations, principles and issues. New Jersey: Pearson Education, Inc.

Photo of Caswell Retrieved From:
https://sites.google.com/site/tsftacwebsite/home/characters/hollis-caswell

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Rugg was during the Development Period in the late 1920s to the early 1940s. Rugg was an engineer that shared the same views as Bobbitt and Charters with science curriculum. He coauthored a book with Shumaker called The Child-Centered Curriculum. Rugg believed that curriculum should be child-centered and education should be in context with society. In the 1930s and 1940s, Rugg decided to shift his interest from science curriculum to social studies by integrating history, geography, civics, and economics into curriculum.

Orinstein, A. & Hunkins, F. P. (2013). Curriculum foundations, principles and issues. New Jersey: Pearson Education, Inc.

Photo of Rugg Retrieved From:
https://bdottsuga.wordpress.com/philosophy-of-education/social-reconstructionism/harold-rugg/

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Kilpatrick had a progressive influence that he emphasized for curriculum construction and social studies. He wanted to combined both the progressive influence with behavioral influence. This combination became known as the "Project Method." He presented his project method in his book Foundations of Method and was used mostly at the elementary level. Kilpatrick believed that the children should have an input in determining the curriculum and that school was also for social and community experience and not just for learning content .He saw education's purpose as the child's growth along social lines, not mastering content.

Orinstein, A. & Hunkins, F. P. (2013). Curriculum foundations, principles and issues. New Jersey: Pearson Education, Inc.

Photo of Kilpatrick Retrieved From:
http://www.greatthoughtstreasury.com/author/william-kilpatrick-fully-william-heard-kilpatrick

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Charters philosophy was very similar to Bobbitt. He also believed in activity analysis for curriculum. He also wrote a book titled Methods of Teaching . Charters discusses that teachers should connect curriculum with activities that students performed. He had four steps to curriculum construction, selecting objectives, dividing them into ideals and activities, analyzing them to the limits of working units, and collecting methods of achievement. He emphasized primary and derived subjects with a scientific approach as well as emphasizing on student needs. Primary subjects being those that are required by a specific job and derived being subjects that are important because they are derived from material which has practical service value. He believed that subject matter should be related to objectives and correspond with the activities that the teacher planned.

Orinstein, A. & Hunkins, F. P. (2013). Curriculum foundations, principles and issues. New Jersey: Pearson Education, Inc.

Photo of Charters Retrieved From:
http://photoarchive.lib.uchicago.edu/db.xqy?show=browse1.xml%7C329

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During his time, Bobbitt was best known for his two books, The Curriculum (1918), and How to Make a Curriculum (1924). He believed that educational objectives are derived from activity analysis. He said the first task of developing a curriculum is to "discover the activities which ought to make up the lives of students and long with these, the abilities to personal qualities necessary for proper performance." Bobbitt emphasized on a behavioral and science approach to curriculum. He wanted to prepare students for the real world by emphasizing on their needs. The type of content that he emphasized was subject matter and related activities that the teacher planned. He developed over 800 objectives and related activities to coincide with student needs. These needs ranged from different areas of social, survival, and academic skills.

Orinstein, A. & Hunkins, F. P. (2013). Curriculum foundations, principles and issues. New Jersey: Pearson Education, Inc.

Photo of Bobbitt Retrieved From: https://www.papermasters.com/curriculum-bobbitt.html