Syllabus[1] TECD 6936:
Fundamentals of Curriculum Development
Randy L. Hoover, Instructor
2210 Beeghly College of Education
(941-3260)
http://cc.ysu.edu/~rlhoover/ClassConnections
Prerequisite: Graduate Standing
Primary Texts:
Wiggins, G., & McTighe, J. (2005). Understanding by design. Upper Saddle River, NJ: Prentice Hall.
Dewey, J. (1938). Experience and education. The Macmillan Company.
Dewey, J. (2008) The Child and the Curriculum Including, The School and Society. Cosimo Classics
Lowen, J.W. (2007). Lies my teacher told me: Everything your American history textbook got wrong. Austin, TX: Touchstone.
Perkins-Gilman, Charlotte. (1915/1996). Herland. This text is free and online at http://ofcn.org/cyber.serv/resource/bookshelf/hrlnd10/
6936 Course Materials (CRC: Closed Reserve)
Supplementary Texts: (Not required, but the following may be helpful.)
Hoover, R. (1999). Teaching Methods for Empowerment: The Pedagogical Imperative. (Draft: COMDOC document)
Hoover, R., & Kindsvatter, R. (1997). Democratic Discipline: Foundation and Practice. Upper Saddle River, NJ: Prentice Hall.
Catalog Description: Historical and social bases for curriculum development in the American school. Principles for determining content and its sequence and grade placement. Theoretical issues and patterns of curriculum organization.
Course Purpose: The purpose of this course is to examine the theoretical framework and practical application of curriculum development within the economic, social, political, and educational context of American schooling. Emphasis is placed upon the student gaining a clear understanding of the interrelatedness among curriculum, instruction, and evaluation to the purpose of schooling. Given this interrelatedness, the course does not deal with curriculum simply as course content independent of other facets of the process of education.
The course is intended to provide students with an opportunity to analyze and value the complexities of curriculum development within historical, cultural, philosophical, and personal contexts. We expect the student to be able to use this knowledge to address current problems in public schooling, including not only what is taught but what is not taught in the particular light of how the elements of curriculum play out across race, class, gender, ethnicity, disability, and life-style preferences. The student is expected to recognize the fundamental differences between education and training as well as their concomitant artifacts and effects that manifest themselves in the schools and in the personal and professional lives of our citizenry.
Course Overview: The course will engage the students in understanding and using key principles in curriculum development. Likewise, the student will recognize and understand, as requisite to curriculum development, the purposes of schooling in terms of the distinctions between curriculum development for deskilling and training as compared to curriculum development for empowering and educating. Students will be asked to apply the concepts, principles, and ideas of curriculum theory to developing real-world curricula.
Grading and Assessment:
· (20%) Attend class regularly and complete all assigned readings and homework. In addition to mere attendance, it is expected that students will be actively involved in class activities and discussions. Professional judgment of the instructor will be used to evaluate this aspect of the course.
· (30%) A midterm exam, the nature of which will be discussed in class.
· (50%) A final project, the nature of which will be discussed in class, an overview is available at the TCED 6936 Class Materials Download site. This assignment is considered a Critical Task and successful completion is requisite to passing the course and to graduation.
· Grades are scaled for each individual course section at the end of each semester in keeping with the established principles of statistical validity and authentic assessment.
· PR Grade: A PR (Progress) grade may be given in the case of final projects still in progress at the time grades are to be reported. The PR grade is used to indicate the nature of the scholarship is in progress and that it is not the student’s intellectual ability to complete the assignment that is in question. (See the Graduate Bulletin for the specifics of this policy.)
Americans with Disabilities Act:
Anyone requiring special adaptations or accommodations should inform the instructor as soon as possible. In accordance with University procedure, if you have a documented disability and require accommodations to obtain equal access in this course, please contact the office of Equal Opportunity and Disability Services at the beginning of the semester or when given an assignment for which an accommodation is required. Students with disabilities must verify their eligibility through the Office of Disability Services' (330-941-1372) intake procedure.
Academic Dishonesty:
Please refer to student handbook, The Code of Student Rights, Responsibilities and Conduct p. 30, noting sections on plagiarism and dishonesty. Failure to comply with these standards may result in an “F” for the course.
Candidate Disposition Alert Process:
The purpose of this alert process is to identify candidate performance or conduct that fails to satisfy professional expectations associated with professionalism, inclusivity and collaboration determined by the BCOE faculty as necessary standards to effectively serve all student or clients. The Candidate Performance Alert form is completed when a concern is raised about a candidate’s performance during any class, sponsored activity by the Beeghly College of Education, or during a YSU required field or clinical experience. This form may be used when a candidate engages in conduct, irrespective of its time or location, which raises substantial questions about the candidate’s ability to perform his or her role as an educational professional. The Candidate Performance Alert Form can be used by university faculty, staff, supervisors, cooperating teachers, or other school personnel when they have a concern, other than one that can be effectively addressed through routine means of supervision.
Primary Topics:
· Purposes of schooling
· The relationship between Curriculum and Instruction
· ESEA-NCLB Curriculum Mandates
· Critical Constructivism
· Praxis in Curriculum Development
· The role of academic content area standards in curriculum development
· Thematic unit planning
· Distinctions among curriculum, instruction, teaching, and schooling
· Empowerment, liberation, and emancipation
· Deskilling, oppression, and marginalization
· Historical perspectives of schooling and curriculum
· Economic, social, and political analysis
· Postmodern Cultural Conditions/Poststructural Curriculum Ideas
· Deconstruction Analysis of Curriculum
· Critical reflectivity, motivation, interest, and incoherence
· Ideology and hegemony
· Relations among educative, un-educative, and mis-educative experience
· Curriculum and Ideology
· Judgment and evaluation of student, teaching, and schooling outcomes
Instructional Objectives
Knowledge and Skills:
The candidate will:
1. Apply the distinction between training and education to curriculum effects and outcomes.
(Conceptual Framework R1a; R2, b, c; R3, b; R4, a; R5, b; NBPTS 4, a, c)
2. Understand and apply the mandated elements of ESEA-NCLB to curriculum development.
(Conceptual Framework R2 a, b; R3 b, c, d NBPTS 3, c)
3. Understand and apply the ESEA-NCLB principles of AYP, Safe Harbor, Performance Index, and sanctions to curriculum development.
(Conceptual Framework R2 a, b; R3 b, c, d; NBPTS 5, d)
4. Understand and apply the elements and principles of "Nested Standards" to curriculum development within the mandates of ESEA-NCLB and the empowerment of learners.
(Conceptual Framework R2 a, d; R3 b, c, d; NBPTS 1, a; 3, c; 5, d)
5. Understand and connect subject-area academic content standards to curriculum development and authentic assessment.
(Conceptual Framework R1 a, c; R2 b; R4 a, b; R5 a, b; NBPTS 1, a)
7. Understand and apply the principles of standards-based curriculum to curriculum development, instruction, and assessment.
(Conceptual Framework R2a, b; R1 a, b c, d; NBPTS 1 a, c; 3 b)
8. Understand and apply the modes of reflective practice to all aspects of the course and its assignments.
(Conceptual Framework R1-R7; NBPTS 4, a)
9. The modes are: technical, inferential, intuitive, deliberate, dialectical, critical, ethical, and active.
(Conceptual Framework R1-R7 NBPTS 4, a )
10. Compare and contrast elements of schooling and elements of education.
(Conceptual Framework R1, d; R2, c; NBPTS 1, a; 5, a)
11. Recognize the distinctions among vision, mission, and passion in curriculum development.
(Conceptual Framework R6; R1, a, d; NBPTS 4, b)
12. Analyze the intended outcomes of schooling in light of the actual outcomes.
(Conceptual Framework R1 a, d; NBPTS 3, a
13. Discuss and analyze the incongruence between intended and actual outcomes of schooling.
(Conceptual Framework R1 a, d; NBPTS 3, a)
14. Apply the notions of overt curriculum, hidden curriculum, null curriculum, and collateral curriculum in the deconstruction and reconstruction of curriculum.
(Conceptual Framework R3 b, c; NBPTS 4, a, b, c)
15. Detail the purposes of schooling across ideology, philosophy, and myth.
(Conceptual Framework R 3 b, c;; NBPTS 1, a; 4, c)
16. Understand and utilize the concept of instruction as a subset of curriculum in curriculum development.
(Conceptual Framework R 4, a NBPTS 3, a)
17. Understand and utilize the notion that curriculum exists only when instruction makes it so.
(Conceptual Framework R4 a, b; NBPTS 3, a)
18. Understand and apply the notion that instruction is inexorably connected to curriculum and the realization of intended outcomes of curriculum because instruction determines what the candidate has the actual opportunity to learn.
(Conceptual Framework R4 a, b; NBPTS 3, a)
19. Evaluate, historically, the changes in the role and function of schools as seen through curriculum.
(Conceptual Framework R1 a; NBPTS 4,c)
20. Apply the economic, social and political purposes of schooling to curriculum development.
(Conceptual Framework R3 a, b, c, d; NBPTS 3, d; 4, c)
21. Recognize the function of curriculum in terms of creating disparate power relations.
(Conceptual Framework R3 c; NBPTS 4, c)
22. Analyze the nature and effects of high stakes testing in general and Proficiency testing in particular.
(Conceptual Framework R1 a, b; R2b; NBPTS 3, b. c)
23. Identify the curriculum principles associated with both the process of deskilling and process of empowerment.
(Conceptual Framework R1 a, b, c, d; R3 b, c; NBPTS 3, a)
24. Recognize and be able to use principles of critical reflectivity in the development and outcome of curriculum.
(Conceptual Framework R1 a, b, c, d; R3 b, c; NBPTS 4 a)
25. Understand and recognize forces and factors affecting the marginalization of the classroom teachers in the curriculum development process.
(Conceptual Framework R4 a; R6 a,b7; NBPTS 4, c)
26. Apply the matrix of race, class, gender, ethnicity, disability and life style preferences to curriculum effects across ideology and democratic philosophy.
(Conceptual Framework R3 a, b, c d NBPTS 4, c)
27. Apply elemental principles of reflectivity and empowerment in critique of curriculum.
(Conceptual Framework R1 a, b, c, d; R7 a, b; NBPTS 4, a; 3, c)
28. Recognize artifacts of deskilling curricula especially the effects of behaviorism and behavioral objectives.
(Conceptual Framework R1 a, b, c, d; R3 a, b, c, d; NBPTS 4, b)
29. Use fundamental principles of deconstruction to personally engage curriculum analysis.
(Conceptual Framework R1 a, b, c, d; R4 a, b; NBPTS 4, b; 5, a)
30. Apply principles of cultural capital in analysis of schools, curriculum, and high stakes testing as sorting mechanisms for social and economic roles.
(Conceptual Framework R4 a, b, c, d; R3 a, b, c, d; NBPTS 4, c)
31. Understand and value the instrumental nature of knowledge.
(Conceptual Framework R1 a, d; NBPTS 1, a)
32. Understand and apply basic epistemological, ontological, axiological, and pedagogical principles inherent in curriculum analysis and development.
(Conceptual Framework R1 a, d; NBPTS 1, a)
33. Understand and apply notions of performative, dispositional, and conditional uses of knowledge in contrast to traditional schooling practices with the current reform movement and the vision of empowerment.
(Conceptual Framework R1 a, d; NBPTS 1,a)
34. Recognize and use distinctions among associative, interpretive, applicative, and replicative forms of knowledge.
(Conceptual Framework R 1 a, d; NBPTS 1, a)
35. Understand the role of experience in education.
(Conceptual Framework R1 a, d; NBPTS 1, a)
36. Understand the critical curriculum link between experience and curriculum defined as what candidates have the opportunity to learn.
(Conceptual Framework R1 a, d; R4 a, b; NBPTS 1, a; 3, a)
37. Understand and critique the significant differences among academic standards, opportunity standards, and high standards (tests).
(Conceptual Framework R1 b, d; NBPTS 3, c)
38. Understand and apply concepts of authentic assessment in relation to curriculum development.
(Conceptual Framework R1 b; NBPTS 3, b)
39. Understand and apply the concept of reliability and validity to all testing situations.
(Conceptual Framework R1 b; R4 a, b; NBPTS 3, b)
40. Critique and value the role of high stakes testing in curriculum development and candidate learning.
(Conceptual Framework R1 a, b, c; R2 a, b.; NBPTS 3, b)
41. Understand and attempt to reconcile the marginalization of authentic curriculum through the creation of arbitrary academic standards and high stakes tests of those standards.
(Conceptual Framework R3, b, c; NBPTS 2, 3, 4)
42. Understand and apply the concept of authentic accountability to district, school, and teacher performance.
(Conceptual Framework R1, b; R4 a, b.; NBPTS 2, 3, 4)
43. Compare and contrast pseudo accountability with authentic accountability.
(Conceptual Framework R1 b; R4 a, b: NBPTS )
44. Apply basic tenets of neuropsychology in learning theory as related to curriculum development.
(Conceptual Framework R1 a; NBPTS 5, a)
45. Know and use the principle of teacher a psychic surgeon in curriculum development.
(Conceptual Framework R1 a; NBPTS 1, a)
46. Utilize the principles of continuity and interaction in the development of curriculum.
(Conceptual Framework R1 a; NBPTS 2, 3,4 )
47. Understand and apply notions of content and construct validity in the role of curriculum and candidate evaluation.
(Conceptual Framework R1 a, b; R4 a, b; NBPTS 4, b)
48. Examine and analyze differences in construct validity associated with traditional and empowering curricula.
(Conceptual Framework R1 a, b; R4 a, b; NBPTS 4, b)
49. Understand and use principles of judgment in evaluation.
(Conceptual Framework R1 b, d; R3 b, c; NBPTS 4, b )
50. Critique the fallacy of objective testing as valid outcome measures of candidate learning.
(Conceptual Framework R1 b, d; R3 b, c; NBPTS 3, a, b )
51. Understand and use the principles and relationship between interest and effort in curriculum development.