CURRICULUM THEORY
PRESENTED BY: MOHANA MP111374
OUTLINE
1. THEORY BUILDING PROCESSESS
2. SCHOLARS IN CURRICULUM THINKING
3. ISSUES IN CURRICULUM THEORY
Introduction
As a sub-system of education, curriculum must have unique properties and functions that distinguish from other sub-systems.
To explain the unique properties and functions of the curriculum sub-system
Curriculum theory
THEORY-BUILDING PROCESSES IN CURRICULUM
* Guide or principle
Definition and theory content
Types of activity mandatory
Definitions and Theory content
Theory as a set of statements, must be related. This set of related statements may be in various forms, such as:
Descriptive or functional definitions Operational construct Assumptions Postulates Hypotheses Generalizations Laws or theorems
Definition of curriculum theory
Curriculum theory is a set of related
statements that gives meaning to a schools curriculum by pointing up the relationships among its elements and by directing its elements.
The subject matter events associated with
decisions about curriculum, the use of curriculum, development of curriculum, curriculum design, curriculum evaluation etc.
3 key definition of curriculum
1. As a substantive phenomenon one talks
about a curriculum. (accumulation of statements describing the relationships among ingredients of theory)
2. As a synonym for curriculum system: a
system to keep the curriculum dynamic
3. As a synonym for an area of profesional
study
Curriculum Theory-building Activities
1. Establishment of descriptive and
prescriptive definitions for technical terms
the need for establishing definitions absolutely essential for theorist to identify and define key term in his field
2. Classifications of the existing and new knowledge
to create order and relationship without it, meaning of a set of a events is elusive systematic classification is still lacking Limited attempts made by those who have raised
questions that curriculum theory should answer
Progress beyond that has been inhibited
Lack of advance in classification led to great
variation in technical terms usage
3. Inferential and predictive research
Highest order of work. Why? Possible to arrive at definitions, description and by analytical procedures or descriptive research. Impossible to go beyond these without a research that allows prediction Inference a logical process, generalization is derived from evidence by reasoning How ?
examination of differences among samples dependent variables measured various treatments assigned to sample groups to manipulate independent variable effects seek causal relationship, using various designs and techniques to examine relationship Reaches a conclusion from observation Satisfied with the validity and reliability of the conclusion he made, researcher infer that his conclusion is generalizable to all sample of population
Prediction a special case of inference Research is designed to estimate the unknown from known Correlational research and regression analysis a study on correlation between two or more sets of behavior, characteristic assumed to be related thus, one set of behavior/characteristic is predicted (the unknown) from the other (the known) Curriculum planners prediction?
4. Sub-theory development and development and
use of models
A mature theory is undergirded by sub-theories Depends on the concept a theorist wish to associate with the field. Possibilities: - curriculum design - procedures for curriculum planning - implementation - curriculum evaluation
Model-building
Useful in various ways: illustrate a persons posture in a curriculum design depict procedure for curriculum planning and implementation represent curriculum evaluation schema to show relationship among designs, engineering processes, evaluation processes
summary
Progress in curriculum theory has been
slow Few specialist responded for a thoughtful theoretical work Curriculum function responded more to external pressures Rather than internal examination, systematic research, explanation
EXAMPLARS IN CURRICULUM THINKING
The history of curriculum has been reviewed from time to time Seguel reviewed the formative years that she stipulated to be between 1890 to 1940. Illustrated periodic developments through representative scholars:
Herbartian movement Charles & Frank Mcmurry, John Dewey Activity analysis Franklin Bobbit & Werrett W.Charters
Synthesize ideas Harold Rugg New specialist in curriculum making Hollis Caswell Analyze of meaning associated with curriculum Richard C. Phillip Phillip divided his analysis into three period 1. Pre-progressive period (1890- 19180) 2. Progressive period (1918 1955) 3. Post-progressive period (after 1955)
In this chapter:
1918 - 1950
1950 to present
Early curriculum specialists
First definitive work on general curriculum
was established by Bobbit in 1918. Was a curriculum specialist and leader in the practical affairs of curriculum development. Was a proponent of activity analysis as a mean of making curriculum decisions. Used method of science to identify the activities and predisposition of adults for.
Charters with Bobbit, proposed job analysis
as technique for formulating curriculum base Vocational education Two things about the theoretical postures of Bobbit and Charters:
Committed to the use of scientific techniques to
the solution of curriculum problems.
Assumption that it is the function of schools
to prepare students for adult life, as basis for their theories.
B O B B I T T
W C E H
R A
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T E
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Under the leadership of Progressives,
child-centered movement caused a major shift in curriculum thinking beginning early in 1920s.
More focused on psychological behavior
of present learners.
Important criteria the interest and
needs of children in schools.
The conflict of society-centered and childcentered was focused in the Twenty-sixth Yearbook of the National Society for the Study of Education.
Chaired by Harold Rugg, the committee comprised persons of various persuasions. Despite differences, the committee formulated a statement of working principles.
*Each committee member prepared a
supplementary statement. Why?
Hollis Caswell , emphasized on
teacher involvement in curriculum decision, organizational structures, defining curriculum, determining content, objectives, design and measuring outcome.
**However, technical aspect of curriculum theory building did not start until the 1950s.
Later developments
The first large-scale discussion of curriculum
theory took place at the University of Chicago in 1917. Three-fold task for curriculum theory was prescribed:
I. to identify the critical issues in curriculum development II. to point out the relationship between the critical issues III. suggest and forecast the future approaches to resolve the
issues
Tylor rationale
Published in 1950 Most persistently used with reference to
curriculum theory Has been raised by other scholars too but his unique statement was well popularized The rationale revolves around FOUR central questions:
what educational purpose should the school seek
to attain?
what educational experiences should be provided
to attain these purposes?
how can these experiences be effectively
organised?
how can we determine if these purposes are being
attained?
In 1963, Beauchamp analyzed the approach
of scientist to theory building in curriculum. Basic principles, as scientist see, were stressed.
consistent use of basic terminology analysis and classification of knowledge use predictive research for firm generalization
For a better curriculum phenomena
The same year Smith wrote about the role of
philosophy in the development of scientific curriculum theory. Three principal tasks:
1. to formulate and justify educational purposes
2. to select and organize knowledge
3. to deal with verbal traps
Smith identified several weaknesses in curriculum theory development:
theorist fail to recognize the interrelationship between the objectives and content Sometimes content becomes objectives Criteria for selection of curriculum content or objectives are not apparent. Language used must be clarified (concepts should be clarified) Must be aware of the nature and structure of knowledge
The paper brought several facets of curriculum theory into focus.
o theorizing about curriculum is not solely about
o o o o
establishing facts or relationship among empirical data. BUT more than that Theorist must be concerned with choices and its consequences of purpose and content Science or philosophy?
The use of models invaded theoretical work
James McDonald distinguish FOUR systems
prevalent in schools: 1. curriculum 2. instruction 3. teaching 4. learning
He analyzed curriculum system using general
systems model characterized by input, content, process, output, and feedback.
TWO unique ideas emerged from McDonalds paper.
we can clarify our thinking about
curriculum if it is identifies as a unique system of schooling the use of general systems approach is to define the scope of conceptualization needed in curriculum theory.
Broudy, Smith, Burnett came up with
a different schema for schooling.
Curriculum as a part of system of
influence directed at students.
Content Facts Concepts Principles Norms and rules
Categories of Instruction Symbolic studies Basic sciences Developmental studies Aesthetic studies Molar problems
Models of teaching Situational models Operational models
Learning
Cognitive maps Evaluational maps Associative meanings and images Intelectual operations Manipulative operations
Examinations Tests Teacher judgments Self evaluation
Beauchamp reviewed progress in educational theory between 1960 1963.
As framework, he identified 6 components of
curriculum as a field of study.
-foundational influences - subject matters - curriculum design - curriculum engineering - evaluation and research - theory building
Notable: most progress made in subject
matter and curriculum engineering
Faix: structural-functional analysis to refine
curriculum concepts. Curriculum function: what is done Curriculum structure: how it is done Questions raised by structural-functional analysis:
1. general questions about curriculum phenomena 2. questions about curriculum system 3. questions about units/elements to analysis 4. questions about the structure of a curriculum
system 5. questions about functions of a curriculum system
Maccia
analyzed four types of curriculum theory
Event theory sorting and characterizing events
and relating them formal curriculum theory- structure of curriculum content valuational curriculum theory- issue of most valuable content to present Praxiological curriculum theory speculation about appropriate for teaching curriculumobjectives
Johnson
distinguished between curriculum and
curriculum development Curriculum development system output is curriculum Curriculum development system is NOT curriculum a structured series of intended learning outcome
Johnsons 6 point schema
I. II. III. IV. V. VI.
Curriculum is a structured series of intended learning outcome Selection is an essential aspect of curriculum formulation Structure is an essential characteristic of curriculum Curriculum guides instruction Evaluation involves validation of both selection and structure Curriculum is the criterion for instructional evaluation
Frymier
Curriculum consist of THREE basic elements: 1. Actors persons directly involved with
curriculum 2. Artifacts Content of the curriculum 3. Operations process involving the interaction of actors and artifacts Three phases- what is planned, what occurs, and the evaluation
Other renown scholars
John Goodlad Maurice N Richter Arno A Bellack Herbert Kliebart Morton Alpren Bruce G Baron
Emerging status of curriculum theory
A need exist for dialogue between curriculum
theorist and practitioners about debatable issues.
Such debate help to define a tradition of
content for the curriculum field.
Substantive issues under the following five
general categories
1.Curriculum Definition
Definitional behavior is essential to answer
general and specific questions about curriculum. The definitional process would generate the characteristics a curriculum design. the process of carefully and consistently defining significant curriculum areas, terms and operational constructs has been recognised in literature although it may not be done well by enough people.
2. Sources of curriculum decisions
Early curriculum scholars advocated adult
survey and job analysis as principle. Another proposal is:
- select content only from recognized discipline - body of basic subject matter in school - subject matter should be intergrated
Student as a source- the interest and needs
of students should be satisfied. 3 approaches to this source advocated.
1. Conduct needs assessment programs
to furnish data for curriculum decisions. 2. Identification and description of developmental staged of youths and children. 3. Simply have the students to tell what he wishes as his curriculum.
Society-centered sources vs Learner-
centered source Society-centered school is an agency of the society in rearing children. Children are members of society whose interest and needs should be satisfied within the school culture. Learner-centered- learners changing need must dominate school curricula. Most theorist insist it must be both, but divided in primary emphasis.
Past experience - evolved through many
stages In individual schools, districts, state, and large national level scale. Values where primary question is What ought to be taught in schools? Decision makers must make use of values in 2ways :
to determine what values are to be
taught through the implementation of the curriculum in school to identify what values they are going to use for themselves as rule-governing criteria in making curriculum decisions.
Social/Political authority However, teacher
unions demand greater voice in curriculum determination. Such authorities are more valuable as sourse or resource Rather than left to act after the fact of curriculum has been planned and implemented.
3.Curriculum Design Issues
A curriculum should be in written document or not? Some felt that commitment in writing itself is restrictive upon teachers in planning. Design for a particular level or school OR an
entire school district? Should a curriculum include all subjects or only one? Whether or not the statements of objectives, goals, aims and learning outcome in the form of behavioral objectives?
Issues of nature of content and
organization Integrated subject matter? Issues of scope, sequence and articulation. Include both what to teach and how to teach? Include methods, instructional materials, evaluation plan?
4.Issues in curriculum engineering
Who will be involved in curriculum planning? Teachers OR subject specialist? Confusion between involvement in planning
and involvement of implementation. Involvement of lay-citizen was both opposed and proposed. Curriculum implementation not issue, but problem. why? How to implement?
Curriculum evaluation not issue, but
problem. Why? How? Use of achievement measure as the sole criterion indicates the need for alternatives. Main problem the problems cannot be conceptualized unless the arena has been identified.
5. Theory implications
Any curriculum theory should: 1. begin by defining a set of events 2. Make clear its accepted values and sources for making decisions 3. Specify the characteristics of curriculum design 4. Describe the essential processes for making curriculum decisions and the interrelationship among those processes 5. Provide for continuous regeneration of curriculum decisions.
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