Edg 6250 / Curriculum Development

EDG 6250 / CURRICULUM DEVELOPMENT EDG 6693 / Problems in Curriculum and Instruction: Elementary EDG 6694 / Problems in Curriculum and Instruction: Middle School EDG 6695 / Problems in Curriculum and Instruction: High School 3 semester hours Summer A, 2006 Mondays 5:00 pm-10:30 pm UP

Kingsley Banya Professor of Curriculum Theory and Comparative and International Education College of Education Florida International University

Office: ZEB 357B Office Hours: Mondays 10:30am- 1:00pm, 2:00pm- 4:30pm and by appointment

COURSE GOALS This course is designed to provide graduate students in education and practicing "educators" with opportunities to identify and examine the forces which shape curriculum theory and practice. Additionally, students in this course will consider problems facing contemporary professionals who design and evaluate curriculum in various settings.

COURSE OBJECTIVES Upon completion of this course students will have demonstrated: • Knowledge of the inter-relationships which unite principles of learning theory and educational philosophy in the generation of curriculum rationales • Knowledge of established curriculum constructions or designs • Knowledge of established methods of curriculum evaluation • Applications of knowledge base to problem solving • Recognition of the significance of the relationship between successful curriculum implementation, supervision and administration

SAMPLES OF TOPICS TO BE COVERED • Philosophical bases of curriculum development: essentialist, pragmatist, perennialist, reconstruct ionist • Learning theory bases of curriculum development • Domains of learning: cognitive, affective and psychomotor • Curriculum development models (traditional and emergent) • Criteria for curriculum: balance, continuity, scope, sequence, relevance, integration, articulation, transferability • Core vs. activity curriculum • Curriculum evaluation models • Criterion vs. norm-referenced tests • Curriculum criticism • Curriculum planning process • Oliva axioms for curriculum implementation related to supervision and administration DESIGN OF THE COURSE:

This class will meet once a week as outlined on the attached course calendar. Generally the first session will be a lecture/presentation session (5:00 - 7:30) followed by a second session (8:00 -10:30) intended for group work.

COURSE REQUIREMENTS

Students are expected to attend all course meetings, complete all assigned readings and assignments, to participate actively in class activities. Punctuality is expected.

Each student will review a curriculum book with the approval of the professor.

GROUP PROJECT

Students will form interest groups, identify and develop a curriculum for a unit of study which addresses a current problem. The curriculum will be developed to include a specific statement of the problem and a rationale for the curriculum design, as well as all other aspects of a specimen, fully developed curriculum. Specimen curricula will be available in class as an example.

Each group must present their project on the last day of class.

EVALUATION OF STUDENTS AND GRADING

Students will be evaluated as follows: Class participation and attendance 10% Book review 20% Specimen curriculum developed (group work) 70%

Total: 100%

REQUIRED TEXTS

Oliva, Peter F. (2005) Developing the Curriculum (Latest edition), Allyn and Bacon, Boston

Meier, D.; Kohn, A.; Darling-Hammond, L.; Sizer, T. and Wood, G. (2004) Many Children Left Behind: How the No-Child Left Behind Act is Damaging our Children and our Schools Beacon Press, Boston. BOOKS OF INTEREST

Adler. Mortimer J. (1982) The Paideia Proposal: An Educational Manifesto . N.Y.: Macmillan Publishing Company.

Alexander, William M., and Paul S. George. (1981) The Exemplary Middle School N.Y.: Holt, Rinehart and Winston.

Apple, Michael W. and Lois Weis., ed. (1983) Ideology and Practice in Schooling. Philadelphia: Temple University Press.

Bastian. Ann et al. (1983) Choosing Equity: The Case for Democratic Schooling . Philadelphia: Temple University Press.

Bloom, Allan. (1987) The Closing of the American Mind . New York: Simon and Schuster.

Bloom, Benjamin S., ed. (1956) Taxonomy of Educational Objectives. N.Y.: David McKay Co.

Bobbin, Franklin. (1972) The Curriculum . N.Y.: Houghton Mifflin Co., 1918. Reprinted N.Y.: Arno Press.

Boyer, Ernest L. (1983) High School: A Report on Secondary Education in America . N.Y.: Harper and Row, Pub.

Bruner, Jerome S. (1960) The Process of Education . Cambridge, Mass.: Harvard U. Press.

Counts, George S. (1932) Dare the Schools Build a New Social Order ? N.Y.: John Day Co. Cremin, Lawrence Arthur. (1961) Transformation of the School: Progressivism in American Education, 1876-1957. N.Y.: Knopf.

Dewey, John. (1956) The Child and the Curriculum and The School and Society . 1990, 1915, 1943. Intro by Leonard Carmichael. Phoenix Books Ed. Chicago: U. of Chicago Press.

Dworkin, Martin S. (1959) Dewey on Education: Selections with an introduction and notes by Dworkin. New York: TC Press.

Educational Policies Commission, NEA. (1937) Social Responsibility in a Free Society. Washington, D.C.: NEA.

Eisner, Elliot W. and Vallance, Elizabeth, eds. (1974) Conflicting Conceptions of Curriculum. Berkeley, Calif.: McCutchan Publishing Corporation, (selected by NSSE)

Eisner, Elliot W. (1979) The Educational Imagination: On the Design and Evalation of School Programs . N.Y.: MacMillan Pub. Co.

Elkind, David. (1981) The Hurried Child: Growing Up Too Fast Too Soon . Reading, Mass: Addison - Wesley. Foshay, Arthur W., ed. (1989) Considered Action for Curriculum Improvement. Alexandria, Va.: ASCD.

Freire, Paulo. (1979) Pedagogy of the Oppressed. Translated bvy Myra Bergman Ramos. N.Y.: The Seabury Press.

Fullan, Michael. (1982) The Meaning of Educational Change. New York: Teachers College Press.

Gage. N.L.. ed. (1976) The Psychology of Teaching Methods . NSSE Yearbook.

Gagne1, Robert M. and Briggs, Leslie J. (1974) Principles of Instructional Design. Second Edition. New York: Holt, Rinehart and Winston.

Girous, Henry and David Purpel (eds.) (1983) The Hidden Curriculum and Moral Education: Deception of Discovery. Berkeley, Calif: McCutchen.

Giroux, Henry A. et al (eds.) (1981) Curriculum & Instruction: Alternatives in Education. Berkely, Calif.: McCutchen.

Glatthorn. Allan A. (1987) Curriculum Renewal . Alexandria, VA.: ASCD.

Good, Thomas L. and Jere E. Brophy. (1978) Looking in Classrooms. 2nd ed. N.Y.: Harper and Row.

Goodlad. John I. (1984) A Place Called School: Prospects for the Future . New York: McGraw- Hill Book Company.

Greene, Maxine. (1978) Landscapes of Learning . New York: TC Press.

Greenfield, Willam, ed. (1987) Instructional Leadership: Concepts, Issues, and Controversies. Boston: Allyn and Bacon, Inc.

Hass, Glenn (1987) Curriculum Planning a New Approach. Fifth ed. Boston: Allyn and Bacon, Inc.

Joyce, Bruce R., et. al. (1983) The Structure of School Improvement. N.Y.: Longman.

Joyce, Bruce. (1978) Selecting Learning Experiences. Washington, ASCD.

Kliebard, Herbert M. (1986) The Struggle for the American Curriculum: 1893-1958. Boston: Routledge & Kegan Paul.

Kuhn, Thomas. (1970) The Structure of Scientific Revolutions. Chicago: University of Chicago Press; Rev. Ed. 1970, 2nd ed.

Lewis, Arthur J., and Alice Miel. (1972) Supervision for Improved Instruction. Belmont, Calif.: Wadsworth Pub. Co. McClure, Robert M., ed. (1971)Currriculunx Retrospect and Prospect. National Society for the Study of Education, Seventieth Yearbook, Part I. Chicago: U. of Chicago Press.

Miller? John P. and Wayne Seller. (1985) Curriculum: prespectives and practice. New York: Longman.

Molnar, Alex (ed.) (1985) Current Thought on Curriculum. 1985 ASCD Yearbook, Alexandria, Va.: Association for Supervision and Curriculum Development.

Ouchi, William G. (1981) Theory Z: How American Business Can Meet the Japanese Challenge. Reading, Mass.: Addison Wesley Pub. Co.

Peters, Thomas J. and Robert H. Waterman. (1982) In Search of Excellence: Lessons From America's Best Run Companies. N.Y.: Harper and Row.

Phenix, Phillip H., ed. (1963) Philosophies of Education. N.Y.: John Wiley. Raths, L.J., A. Rothstein and S. Wassermann. (1967) Teaching for Thinking . Columbus, Ohio: Charles E. Merrill Books, Inc. Rogers, Carl R. (1969) Freedom To Learn. Ohio: Charles Merrill Pub. Co.

Rugg, Harold, ed. (1969) The 26th Yearbook of the Natl. Society for the Study of Education: The Foundations and Technologies of Curriculum Construction. Illinois: PS Pub. Co., Arno Press ed.

Sarason, Seymour B. (1983) Schooling in America: Scapegoate and Salvation. New York: The Free Press.

Saylor, J. Galen, William M. Alexander, and Arthur J. Lewis, 4th ed. (1981) Curriculum Planning for Better Teaching and Learning. N.Y.: Holt, Rinehart and Winston.

Schein, Edgar H. (1986) Organizational Culture and Leadership: A Dynamic View. San Francisco: Jossey-Bass Publishers.

Schubert, William H. (1986) Curriculum: Perspective, Paradigm, and Possibility. New York; Macillan Publishing Company. Schwab, Joseph J. (1970) The Practical: A Language for Curriculum. Washington, D.C.: NEA.

Sennett, Richard and Jonathan Cobb. (1973) The Hidden Injuries of Class. N.Y.: Random House, Inc..

Simon, Herbert A. (1981) The Sciences ofthe Artificial. 2nd ed. Cambridge, Mass.: MIT Press.

Sizer, Theodore R, (1984) Horace's Compromise: The Dilemma ofthe American High School . Boston: Houghton Miffiin Co.

Skinner, B.F. (1971) Beyond Freedom and Dignity. N.Y.: Knop£ Inc.

Skinner, B.F. (1968) The Technology of Teaching. Englewood Cliffs, N.J.: Prentice-Hall, Inc. Smith, B., William O. Stanley, and Harlan J. Shores. (1957) Fundamentals of Curriculum Development. N.Y.: Harcourt, Brace and World, Inc.

Stratemeyer, Florence, and M. McKim. (1957) Developing a Curriculum for Modern Living. N.Y.:T.C, Columbia U.

Taba, Hilda. (1962) Curriculum Development: Theory and Practice, N.Y.: Harcourt Brace and World.

Tanner, Daniel and Laurel N. Tanner. (1980) Curriculum Development: Theory Into Practice. 2nd ed.. N.Y.: Macmillan. Toffler, Alvin. (1980) The Third Wave, N.Y.: William and Morrow and Co.

Torrance, E. Paul. (1969) Dimensions of Early Learning: Creativity, N. Sioux Falls, S.D.: Adapt Press, Inc.

Tyack, David B. (1967) Turning Points in American Educational History. New York: John Wiley & Sons.

Tyack, David B. (1974) The One Best System: A History of American Urban Education. Cambridge, Mass.: Harvard U. Press.

Walker, Decker F. and Jonas F. Soltis. (1986) Curriculum and Aims. N. Y.:Teachers College Press.

Weil, Marsha and Bruce Joyce. (1978) Social Models of Teaching. Englewood Cliffs, N.J.

Weil, Marsha and Bruce Joyce. (1978) Personal Models of Teaching. Englewood Cliffs, N.J.: Prentice Hall, Inc.

Wirt, Frederick M. and Michael Kirst. (1982) Schools in Conflict: The Politics of Education. Berkeley, Calif.: McCutchan. EDG 6250 / CURRICULUM DEVELOPMENT EDG 6205 / CURRICULUM DESIGN FOR CHILDHOOD EDUCATION EDG 6925 / WORKSHOP IN GENERAL PROFESSIONAL EDUCATION: SECONDARY SCHOOL CURRICULUM

COURSE CALENDAR Professor Kingsley Banya Summer A May 8 - June 19 Office phone: 305-348-1921

May 8 Introduction to the Curriculum Field, Review of course requirements; Form Curriculum

Development Project Team, etc. Start work on curriculum unit.

Basic questions of curriculum design

ReadOliva: Chapter 15, 1

May 15 Basic questions of curriculum development

From Theory to Practice

Read Oliva: Chapters 2,5, 6, 7

May 22 Models of curriculum development

Read Oliva: Chapters 8, 3, 4 May

29 Curriculum Planning:

Read Oliva: Chapters 9, 10 and 11

June 5 Instructional Goals and Objectives

Read Oliva: Chapters 12 and 13

Group work

June 12 Evaluations and Criticism

Read Oliva: Chapters 14

Meiers et al: Introduction and Part 1

Group Work