Conceptual Curriculum Perspectives for Educational Leadership
EDL 206 - 3 units
Doctoral Program in Educational Leadership
California State University, Fresno
Leadership for a Diverse Society
Instructor:
Office:
Office Hours:
Phone:
Fax:
Email:
Course Web Site:
James E. Marshall, Ph.D.
ED 205
by appointment
559/278-0205
559/278-0170
jamesm@csufresno.edu
http://blackboard.csufresno.edu
Course Description
Students will develop the philosophical and analytical skills to examine curriculum theory and practice, including the
conceptualization of purposes of the organization of subject matters, and of the instructional methods. This course
includes a fieldwork component.
Core Elements
Systematic Educational Reform, Visionary Leadership, Complexity in Organizations, Collaborative Management,
Diversity and Equity, Educational Policy Environments, Educational Accountability, School and Campus Cultures,
Curriculum and Instructional Reform, HR Development, Student Development and Learning, Assessment and
Evaluation, Data-driven Decision-making, Research, Professional Practice.
Student Learning Objectives
1.1 Graduates of the DPELFS will know how to provide visionary leadership in educational reform in complex
education organizations with respect to instructional practices and policies, creating healthy school and campus
cultures, implementing appropriate curriculum, and in establishing school-community relations and home and
school learning environments.
1.2 Graduates of the DPELFS will demonstrate visionary educational leadership in the development, articulation,
implementation, and stewardship of a vision of learning that is shared and supported by the school community;
by modeling a personal code of ethics; and by developing professional leadership capacity.
1.3 Graduates of the DPELFS will demonstrate leadership in the application of effective instructional strategies in
advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning
and staff professional growth.
2.1 Graduates of the DPELFS will be able to undertake educational program evaluations and assessments in
educational settings, and be able to collect, disaggregate, and analyze data to be able to offer appropriately
differentiated instruction.
2.2 Graduates of the DPELFS will be able to provide instructional leadership through: policy development;
collaborative team building; implementing research-based practices and making and implementing data-driven
decisions. Graduates of the DPELFS will be able to demonstrate their understanding of how theory informs
practice with respect to school effectiveness and in the academic development of children.
3.4 Graduates of the DPELFS will be able to demonstrate their understanding of how theory informs practice with
respect to school effectiveness and in the academic development of children.
Course Objectives



Develop frameworks for analyzing, evaluating and creating curriculum.
Identify problems and approaches related to issues of what should be taught, and how best to enhance learning.
Become familiar with fundamental themes, thinkers, and texts that frame curriculum debates and explore their
implications for educational leaders.
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Administrator Dispositions
The faculty of the KSOEHD fosters the development of the following professional dispositions: reflection, critical
thinking, professional ethics, valuing diversity, collaboration, and life-long learning. Students will increasingly
reflect these dispositions in their work with students, families, and communities.
General Statements
Students with special needs addressed by the American Disabilities Act who need course materials in alternative
modes should notify the instructor and immediate reasonable efforts will be made to accommodate those special
needs.
Further information on policies regarding plagiarism, cheating, sexual harassment and student conduct can be found
in the University Catalog and the Schedule of Courses.
In the interest of safety, students are advised to leave the building in groups. University security escorts are available
by calling 278-2132.
Fieldwork
Fieldwork is an integral component of the course and will require research, data analysis, and interviews in
educational institutions, either K-12 or higher education.
Required Texts
National Research Council. (2000). How People Learn: Bridging Research and Practice. Washington, DC:
National Academy Press.
Posner, G. (2004). Analyzing the Curriculum. 3rd Ed. New York: McGraw-Hill
Additional Readings (provided during class or available on Blackboard)
Garcia, E. E. (1993). Curriculum and instruction: Revision for constant relevancy. Education and Urban Society; 25,
270 - 284.
Marks, H. M. & Nance, J. P. (2007). Contexts of accountability under systemic reform: Implications for principal
influence on instruction and supervision. Educational Administration Quarterly, 43, 3-37.
Pigg, D. (Nov., 2004). Locating power at the heart of conflict: The role of the faculty senate in establishing
curriculum. A paper presented at the MidSouth Educational Reearch Association meeting, Gatlinburg, TN.
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27
(2), 4-13.
Skrla, L., Scheurich, J. J., Garcia, J., & Nolly, G. (2004). Equity audits: A practical leadership tool for developing
equitable and excellent schools. Educational Administration Quarterly, 40, 133 – 161.
Soodak, L. C. & Martin-Kniep, G. O. (1994). Authentic assessment and curriculum integration: Natural partners in
need of thoughtful policy. Educational Policy; 8, 183 - 201.
Tripwell, K. & Shale, S. (2004). Student learning and the scholarship of university teaching. Studies in Higher
Education, 29 (4), 523 - 536.
Grading Policy
Grades will be determined by performance on assignments and participation in class as described below:
1.
2.
3.
Curriculum Analysis & Poster Session
Field work & Presentation
Class Participation
40%
40%
20%
Note: Being tardy/absent can adversely affect your final grade.
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Assignments
In addition to readings and participating in class activities and discussions, there are two major assignments:
Curriculum Analysis: Examine a curriculum relevant to your current position--K-12 or higher education.
Describe the way in which the knowledge is organized; include a statement of the curriculum's goals and a
statement explaining the purpose for creating the curriculum. Assess the relationship between the curriculum
and instructional strategies (implementation), the content of the curriculum, and the appraisal scheme. Use the
Posner text as a framework for organizing the analysis.
The curriculum analysis assignment will be conducted in pairs. Partners must agree on one curriculum for the
analysis. Each curriculum analysis will be shared with the class through a poster presentation.
Questions to consider when developing the analysis:
 On what documents and other resources will you base your analysis?
 What limitations in the documents do you find?
 Who were the framers of the curriculum and with what or with whom were they affiliated?
 To what educational, social, economic, or political problem were they responding?
 What perspective does the curriculum represent?
 What educational goals or aims are emphasized?
 What conception of the subject matter does the curriculum provide?
 What aspects of the "hidden/null curriculum" are likely to surface as a result of using this curriculum?
 What organizational principles does the curriculum employ?
 What approach to assessment and evaluation seems to be consistent with the curriculum you’ve chosen
to analyze?
 What approaches to curriculum change seem to be consistent with the curriculum you've chosen to
analyze?
 Are the various components of the curriculum congruent with one another? That is, does the curriculum
represent a coherent theoretical perspective?
Poster-session: Prepare a poster for presentation at the last class session. You will need to be selective
about the information you provide. The poster should present the key findings of your curriculum analysis
in summary and/or graphic form. The poster session will be modeled on poster sessions conducted at
professional meetings for educators such as the annual meeting of the American Educational Research
Association. The intent is to introduce you to one way in which scholarly work is disseminated to
colleagues.
Fieldwork: A curriculum audit will be conducting using actual curriculum, instructional materials, and
assessments and will require research, data analysis, interviews, and observation in educational institutions,
either K-12 or higher education. Using a business metaphor, the institution and/or program constitutes the
client. Students in EDL 206 are consultants providing a service for that client. The curriculum audits will be
conducted in groups or teams ranging from 6 -12 people depending on the desires of the client. This year’s
clients include: Sanger USD, Fresno USD, and Fresno State’s Single Subject Credential Program.
The purpose of the curriculum audit is to improve the educational experience for all students, PK-16+, by
ensuring a strong alignment of curriculum, instruction, and assessment. The curriculum may include: syllabi,
textbooks, standards, and other instructional materials. Assessment includes both formative and summative
assessments, whether teacher-made or standardized high stakes exams. Instruction involves the application of
research-based best practices in the classroom: elementary, secondary, and higher education.
The audit will include an analysis of documents (standards, pacing guides, syllabi, texts) as well as classroom
observations and administrator and instructor interviews. Audit tools may need to be gathered and/or developed
such as observational protocols, interview questions, spreadsheets of achievement data, etc. Because the audit is
time intensive, over 40% of class time will be devoted to conducting the audit and team meeting time.
Fieldwork Presentation: Findings of the curriculum audit will be formal multimedia presented to officials
(client) of the educational institution in which the audits were conducted and to your peers in the class
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during the final week of the course. A written document, with findings and recommendation, will also be
presented to the client as part of the presentation.
To provide formative feedback, each audit team will also make a mid-semester informal presentation on the
status of their audit. Possible questions to guide your informal presentation include:
1. Who is the client?
2. What questions/concerns does the client have that prompted their desire for an audit?
3. What tasks must be completed, and by whom, to meet the end of semester deadline?
4. Has your group gathered or created any tools, i.e., observation/interview protocols?
5. What seems to be working well?
6. What questions have arisen as you proceed through the audit?
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Tentative Course Schedule
Session
Topics
Readings/Assignments
Jan 25
What is Curriculum?
 Concepts and Characterizations
 Analyzing Curricula
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
Posner, Ch.1-7
Curriculum Analysis (partner
assignment)
Feb 1
Fieldwork introduction:
 Overview of setting
 Available data


Posner, Ch. 8-12
Curriculum Audit (group
assignment)*
Feb 8
How do people learn?
 Curricular decision making


How People Learn, Ch. 1-10
Approval of curriculum for analysis
Feb 15
PRESIDENTS’ DAY – No class
Feb 22
Curriculum Theories and Practice
Mar 1*
Group Field Work
Mar 8
Learning Theories and Theorists
Mar 15*
Group Field Work
Mar 22
Mid-term review of Curriculum Audits
Mar 29
SPRING BREAK – No Class
Apr 5
Leadership Systems Cycle
Apr 12*
Group Field Work
Apr 19*
Status report (by appointment w/instructor)
Apr 26*
Presentation Preparation
May 3
Curriculum Audit Presentation
• Formal Group Presentations
May 10
Curriculum Analysis Poster Session
• Poster Session
• PowerPoint printout w/notes
May 17
Finals Week
• Web-based activity
• Web-based activity
• Informal Group presentations
• CAIS Study PDF
• Team Progress Reports (oral)
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