Curriculum

Curriculum Tips

Preface



1. The Field of Curriculum



Curriculum Approaches

- Behavioral Approach

- Managerial Approach

- The Systems Approach

- Academic Approach

- Humanistic Approach

- Reconceptualists



Definition of Curriculum

- The Challenges of Definition

- Background Issues for Defining the Field

- Fundamental Questions



Foundations of Curriculum

- Major Foundations: Philosophy, History, Psychology, and Sociology



Domains of Curriculum

- Curriculum Development

- Curriculum Design

- Other Domains of Curriculum

- The Planned and Unplanned Curriculum



Theory and Practice

- From Theory to Practice

- Curriculum Certification



The Roles of the Curriculum Worker

- Responsibilities of the Curriculum Worker

- The Role of the Student

- The Teacher and the Curriculum

- The Principal and the Curriculum



Conclusion

I. FOUNDATIONS OF CURRICULUM

2. Philosophical Foundations of Curriculum



Philosophy and Curriculum

- Philosophy and the Curriculum Worker

- Philosophy as a Curriculum Source



Major Philosophies

- Idealism

- Realism

- Pragmatism

- Existentialism



Educational Philosophies

- Perennialism

- Essentialism

- Progressivism

- Reconstructionism



Conclusion



3. Historical Foundations of Curriculum



The Colonial Period: 1642-1776

- Three Colonial Regions

- Colonial Schools

- Old Textbooks, Old Readers



The National Period: 1776-1850

- Rush: Science, Progress, and Free Education

- Jefferson: Education for Citizenship

- Webster: Schoolmaster and Cultural Nationalism

- McGuffey: The Readers and American Virtues



Nineteenth-Century European Educators

- Pestalozzi: General and Special Methods

- Froebel: The Kindergarten Movement

- Herbart: Moral and Intellectual Development

- Spencer: Utilitarian and Scientific Education



The Rise of Universal Education: 1820-1920

- Monitorial Schools

- Common Schools

- Secondary Schools

- The Academy

- The High School



The Transitional Period: 1893-1918

- Reaffirming the Traditional Curriculum

- Three Committees

- Marris and Eliot: Two Conservative Reformers



Curriculum as a Field Is Born: 1918-1949

- Bobbitt and Charters: Behaviorism and Scientific Principles

- Kilpatrick: The Progressive Influence

- The Twenty-Sixth Yearbook

- Rugg and Caswell: The Development Period

- Tyler: Basic Principles

- Goodlad: School Reform

- Current Focus



Conclusion



4. Psychological Foundations of Curriculum



Behaviorism

- Connectionism

- Thornedike's Influence: Tyler, Taba, and Bruner

- Classical Conditioning

- Operant Conditioning

- Acquiring New Operants



Cognitive Psychology

- Cognitive Perspective

- The Montessouri Method

- The Theories of Jean Piaget

- Piaget's Influence: Tyler, Taba, Bruner, and Kohlberg

- The Theories of Lev Vygotsky

- Focus on Thinking and Learning



Emotional Intelligence

- Constructivism

- Brain Research and Learning

- Problem Solving and Creative Learning

- Cognition and Curriculum



Phenomenology and Humanistic Psychology

- Gestalt Theory

- Maslow: Self-Actualizing Persons

- Rogers: Nondirective and Therapeutic Learning

- Phenomenology and Curriculum



Conclusion



5. Social Foundations of Curriculum



Society, Education, and Schooling

- Society and American Modal Personality

- Social and Developmental Theories



Post Modern Family

- New Family Types

- New Mores, New Customs



Sex Roles and Sex Differences

- The Feminization of Schools

- From Dick and Jane to Harry Potter



Moral Education

- Moral Conduct and Controversy

- Moral Knowledge

- Moral Character



Do Schools Make a Difference?

- The Coleman Report

- The Jencks Study

- Unaccounted Factors: Luck

- International Educational Achievement (IEA) Studies



Learning and earning: 1980s and 1990s

- Attitude, Achievement, and Family Capital

- NAEP/State Standards

- Another Option



Conclusion

II. PRINCIPLES OF CURRICULUM

6. Curriculum Design



Connecting Conceptions



Components of Design

- Sources of Curriculum Design

- Conceptual Framework: Horizontal and Vertical organization



Design Dimension Considerations

- Scope

- Sequence

- Continuity



Integration

- Articulation

- Balance



Representative Curriculum Deigns

- Subject-Centered Designs

- Learner-Centered Designs

- Problem-Centered Designs



Conclusion



7. Curriculum Development



Technical-Scientific Approach

- History of Technical-Scientific Approach



Nontechnical-Nonscientific Approach

- The Deliberation Model



Enacting Curriculum Development

- Establishing Curriculum Teams

- Enacting the Process

-- Generating Aims

-- Creating Goals

-- Creating Objectives

-- Means of Generating Aims, Goals, and Objectives

-- Guidelines for Formulating Educatinal Objectives



Taxonomic Levels

- A Totalizing Taxonomy

- Selecting Curriculum Content

- Selecting Curriculum Experiences

- Selecting Educational Environments

- The Final Synthesis



Participants in Developing Curriculum

- Political Arena Participants

- School Arena Participants

- Participants Outside the School District

- Other Participants



Conclusion



8. Curriculum Implementation



The Nature of Implementation

-Relationship of Implementation to Planning

- Incrementalism

- Communication

- Support



Implementation as a Change Process

- A Theory of Change

- Change Typologies

- Resistance to Change

- Improving Receptivity to Change



Curriculum Implementation Models

- Overcoming Resistance to Change Model

- Organizational Development Model

- Concerns-Based Adoption Model

- Organizational Parts, Units, and Loops

- Educational Change Model



Roles of the Key Players

- Students

- Teachers and Initiators

- Supervisors

- Principals as Initiators

- Curriculum Directors

- Curriculum Consultants

- Parents and Community Members



Conclusion



9. Curriculum Evaluation



The Nature and Purpose of Evaluation

- Curriculum

- Cognition

- Observation

- Interpretation

- Evaluation Questions

- Definitions of Evaluation

- Measurement versus Evaluation



Approaches to Evaluation

- Scientific and Humanistic Approaches to Evaluation

- Intrinsic and Pay-Off Evaluation

- Formative and Summative Evaluation



Scientific-Positivistic Evaluation Models

- Stake's Congruence-Contingency Model

- Stufflebeam's Context, Input, Process, Product Model



Humanistic and Naturalistic Evaluation Models

- Action Research

- Eisner's Connoisseurship Evaluation Model

- Illuminative Evaluation Model



Practices and Issues of Evaluation

- Phases of Evaluation

- Alternative Assessment

- High-Stakes Assessment

- Norm-Referenced and Criterion-Referenced Measurement

- Human Issues of Evaluation



Roles Played in Evaluation

- Students

- Teachers

- Evaluators

- Consultants

- Parents and Community Members



Conclusion



III. Issues of Curriculum



10. Curriculum Issues and Trends



Reinventing Education

- Thinking Outside the Box

- Reinventing School Culture

- Charter Schools, Contract Schools

- The Push for an Enlightened World Cultures Curriculum



The Politics of Sociology of Education

- The Push for the Narrow, Bland Curriculum

- Multicultural Education

- Pedagogy as Political Process



Moral and Spiritual Education



Standards and Testing

- The Politicization of Standards and Assessment



Technology, Media, and Curriculum

- Media Control of Information



Looking Forward

- Determining. Anticipating, Generating Evolving Futures

- Swimming Against the Current

- Swimming With the Current

- Nurturing, Managing, Evolving Futures

- Citizen, Educator Participation in Dynamic Evolving Futures

- Generating Breakthroughs



Conclusion



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