SYLLABUS COVER SHEET
1.
Course number, name and credit hours
SEU 567 Curriculum of the Secondary School
2.
Professor(s) name(s)
Dr. Joseph Elias, Dr. John McAndrew
3.
Method(s) of teaching
Lecture-Discussion
Individual Projects
Group Projects
Literature Review
4.
Course requirements
Participate actively in class activities.
Map an existing curriculum in your academic discipline using time and topic.
Chart the scope and sequence for grades 6-12 or other appropriate vertical
organization.
Through the use of the Curriculum Materials Center in the Rohrbach Library,
compare curricula in your discipline with the national and or state standards as
identified by your professional organizations or the National Research Council.
As part of a heterogeneous group, collaboratively develop an interdisciplinary
unit.
5.
Assessment
Assessment of each graduate student’s level of accomplishment with reference to the
course objectives will be based upon a subset of the following:
Textbook reading assignments
Active participation in class and in discussions
Midterm examination
Project and Presentations on one of the following:
World Curriculum
Historical basis of specific curricular area
Source of Standards in specific curricular areas
Local and State Graduation requirements
Final examination
6.
Attendance/Participation (Optional)
Attendance and participation are essential.
7.
Textbook, required readings
Longstreet, W. and Shane, H. Curriculum for a New Millennium. Boston:
Allyn and Bacon.
Glatthorn, A. Developing a Quality Curriculum. Alexandria, VA: ASCD
Posner, G. Analyzing the Curriculum, 3rd ed. McGraw Hill Publishers., New
York, NY (2004)
Please Note:
This course incorporates the philosophy of the Kutztown University Conceptual Framework, Teacher
as Lifelong Learner, connects to the Pennsylvania Department of Education (PDE) standards, and
aligns, when appropriate, to the following standards:
National Council of Teachers of English (NCTE), American Council on the Teaching of Foreign
Languages (ACTFL), National Council of Teachers of Mathematics (NCTM), National Science
Teachers Association (NSTA), and National Council for Social Studies (NCSS).
COMMONWEALTH OF PENNSYLVANIA
KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
SYLLABUS
Department of Secondary Education
Title: Education 567: Curriculum of the Secondary School
Course Description:
Examination and critical and theoretical appraisal of curriculum practices now
existing in American secondary school, together with the identification and evaluation of
current trends.
Course Rationale:
The study of school curriculum is an essential component of graduate studies for
the secondary education teacher. The Curriculum of the Secondary School is organized
to provide students with a critical and theoretical appraisal of curriculum practices
currently existing in the American Secondary School. Although the course is designed to
cut across the subject areas, it will provide helpful insight into content, structure and
organization. Skills developed in this course will prepare students to plan, implement,
and evaluate instruction more effectively.
Course Objectives:
This course is designed to prepare the student to:
1.
Understand the conflicting conceptions of the curriculum field and the
historical background.
2.
Identify the components of curriculum for secondary schooling.
3.
Perceive the theoretical and structural differences in curriculum design and
engineering.
4.
Identify procedures and roles for the development of secondary school
curriculum.
5.
Understand the current trends in secondary school curriculum and be familiar
with current research and professional leaders.
6.
Map and design curriculum
Assessment:
Assessment of each graduate student’s level of accomplishment with reference to the
course objectives will be based upon a subset of the following:
Textbook reading assignments
Active participation in class and in discussions
Midterm examination
Project and Presentations on one of the following:
World Curriculum
Historical basis of specific curricular area
Source of Standards in specific curricular areas
Local and State Graduation requirements
Final examination
Course Outline:
I.
Conceptions of Curriculum and the Curriculum Field
A. Historical Background of Curriculum
B. Curriculum Foundations
C. Curriculum Design
D. Curriculum Construction
E. Curriculum Development
F. Curriculum Implementation
G. Curriculum Engineering
II.
The Anatomy of the Curriculum for Secondary School
A. Statement of Purpose
B. Curriculum Design
C. Program Competencies
D. Content
E. Content Competencies
F. Environment
III.
Curriculum Design and Engineering for Secondary School
A. Subject-Centered Designs
B. Learner-Centered Designs
C. Problem-Centered Designs
D. Thematic/Integrated Designs
E. Recent Alternatives in Curriculum Design
F. Relationships Among Curriculum Components
G. Scope and Sequence
H. Outcomes-Based Curriculum Design
I. Futures-Based Curriculum Design
IV.
Curriculum Development for Secondary School
A. Representative Models
B. Political Realities (PA Chapter Five Curriculum Regulations)
C. The Role of the Teacher
D. Planning Curriculum for the Future
V.
Current Trends in Secondary School Curriculum
A. Curriculum Individualization
B.
C.
D.
E.
F.
VI.
Community Involvement
Collaborative Teaching
Minimum Standards
Interdisciplinary Curriculum
Outcomes-Based Education
Curriculum Mapping
A. Real Curriculum
B. Hidden/Invisible Curriculum
C. Baseline Curriculum Data
COMPETENCIES, METHODS, AND EVALUATION IN EDUCATION 567
COMPENTENCY #1 Conceptions of Curriculum and the Curriculum Field
A.
The student will demonstrate a knowledge of the definitions of curriculum
and the conceptions of the curriculum field, including historical
background.
Method: Activities and Experiences
a. studies of terminology
b. readings
c. lectures
d. preparation of a tabular summary of major definitions and
curriculum categories
Evaluation:
Given a specific curriculum term, the student will be able to
demonstrate an acceptable understanding. The student will explain
briefly the evolution of curriculum from a historical perspective.
B.
The student recognizes the leaders in the curriculum field and is able to
identify the basic positions of such leaders.
Method: Activities and Experiences
a. class discussion
b. individual and group reports
c. lecture
Evaluation:
Given a basic curriculum position, the student will be able to identify
the leader and describe his/her position.
COMPETENCY #2: Components of Curriculum for Secondary Schooling
A.
The student will demonstrate a knowledge of the anatomy of the curriculum.
Method: Activities and Experiences
a. readings
b. class discussion
c. developmental exercises
d. component analysis
Evaluation:
The student will demonstrate an understanding of at least two
curriculum models by oral (or written) presentation.
B.
The student will use the components to structure a program of study.
Method: Activities and Experiences
a. a practice exercise using the student’s discipline and a curriculum
rationale.
Evaluation:
The student will use models to develop a microstructure of a program
of study.
C.
The student will demonstrate an understanding of evaluation as a component
of curriculum.
Method: Activities and Experiences
a. readings
b. class discussion
c. evaluation exercises
Evaluation:
The student will develop and apply evaluation criteria.
COMPETENCY #3 Curriculum Design and Engineering
A.
The student will demonstrate an understanding of curriculum design and
engineering.
Method:
a.
b.
c.
d.
Activities and Experiences
class discussion
readings
filmstrip
curriculum materials center
Evaluation:
The student will give examples of different curriculum designs and
their proponents.
B.
The student will recognize the relationship and connections of differing
emphasis in curriculum design.
Method:
a.
b.
c.
Activities and Experiences
lecture
individual and group
reports
Evaluation:
The student will explain with accuracy the implications of student,
subject and problem centered curriculum designs.
C.
The student will demonstrate an awareness of recent alterations in
curriculum design.
Method:
a.
b.
c.
d.
Activities and Experiences
class discussion
readings
short paper assignments
curriculum materials center
Evaluation:
The student will present a short paper indicating recent alterations
using premise, data and critique procedures.
COMPETENCY #4: Curriculum Development
A.
The student will demonstrate a knowledge of procedures used in curriculum
development.
Method: Activities and Experiences
a. model evaluation
b. class discussion
Evaluation:
The student will evaluate development models for strengths and
weaknesses.
B.
The student will demonstrate an understanding of the political realities of
change.
Method: Activities and Experiences
a. lecture
b. readings
c. review of PA Chapter Five Curriculum Regulations
Evaluation:
The student will give changes of political realities in initiating change.
C.
The student will demonstrate an awareness of the teacher’s role in
curriculum development.
Method: Activities and Experiences
a. field interview
b. readings
c. class discussion
Evaluation:
The student will demonstrate an awareness of the teacher’s role by
giving examples found in field interview.
COMPETENCY #5 Current Trends in Curriculum
A.
The student will demonstrate an understanding of individualization. (I.P.I.)
Method: Activities and Experiences
a. readings
b. lecture
c. class discussion
Evaluation:
The student will develop a micro-program to demonstrate an
understanding of (I.P.I.).
B.
The student will examine the role of the community in school curriculum.
Method: Activities and Experiences
a. class discussion
b. field evaluation
Evaluation:
The student will determine the involvement in an area school district
and report to class.
C.
The student will demonstrate an understanding of collaborative teaching.
(i.e. team teaching, resource people, differentiated staffing)
Method: Activities and Experiences
a. class discussion
b. readings
c. short paper
Evaluation:
The student will write a short paper indicating the use of collaborative
teaching in a micro-program.
COMPETENCY #6 Curriculum Mapping
A.
The student will complete a curriculum mapping exercise to chart the real
curriculum which is actually taught in a school.
Method: Activities and Experiences
a. guided practice
b. cooperative learning
Evaluation:
Sharing of solutions.
MEDIOGRAPHY
Atlas, J. Battle of the Books, The Curriculum Debate in America, New
York: W. W. Norton, 2000.
Beane, J.A., C.E. Toepfer, Jr., and S.J. Alessi, Jr. Curriculum Planning and
Development. Boston, Allyn and Bacon, 1996.
370.1
T198
Bloom, Benjamin S. Taxonomy of Educational Objectives. New York:
Longmans, Green and Co., 1956.
Bowsher, J.E., Educating America, Lessons Learned in the Nations
Corporations. New York, John Wiley & Sons, 2002.
LB 1028.35
D5
Dick, W., and Reiser, R.A. Planning Effective Instruction. Boston: Allyn
& Bacon, 2003
Doll, R.C. Curriculum Improvement: Decision Making and Process.
Boston: Allyn and Bacon, 2003.
LB1028
Q35
Eisher, E.E. and Peshkin, A. (eds.) Qualitative Inquiry in Education,
the Continuing Debate. New York: Teachers College Press, 2002.
Ellis, A.K., Mackey, J.A., and Glenn, A.D. The School Curriculum.
Boston: Allyn and Bacon, 2004.
BK 260
English, F.W. Quality Control in Curriculum Development. Arlington,
VA: AASA, 2001.
LC1048
C87856
Finch, C.R. Curriculum Development in Vocational Schools. Boston:
Allyn & Bacon, 2003.
HD30.28
G38
Gaynor, Alan K. Project Planning. Boston: Allyn and Bacon, 2003.
Glatthorn, Allan A. Developing a Quality Curriculum. Alexandria, VA:
ASCD
Haas, Glen, Curriculum Planning, 3rd ed. Boston, Allyn and Bacon, 2001.
Jacobs, H.K. (ed.) Interdisciplinary Curriculum: Design and
Implementation. Alexandria, VA: ASCD, 2002.
375.001
K58c
King, A. and J. Brownell. The Curriculum and the Disciplines of
Knowledge: A Theory of Curriculum Practice. New York:
John Wiley and Sons, Inc., 2002.
370.01
T198
Krathwohl, David R. The Taxonomy of Educational Objectives – Its Use
in Curriculum Building. Pittsburgh: University of Pittsburgh
Press, 1998.
Longstreet, Wilma S. and Shane, Harold G. Curriculum for a New
Millennium. Boston: Allyn and Bacon. 1995
Martinello, M.L. and Cook, G.E. Interdisciplinary Inquiry in Teaching and
Learning. New York: Merrill, 1994.
Ornstein, A.C. and I.P. Hunkins. Curriculum-Foundations, Principles, and
Issues. Englewood Cliffs, NJ: Prentice Hall, 2003.
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C87
Page, R. and Valli, L., Curriculum Differentiation. Albany, NY: State
University of New York Press, 2001
LB1570
P645
Posner, George J. Course Design. New York: Longman, 2005.
LB1628.5
R45
Reinhartz, Judy. Secondary Education: Focus on Curriculum. New
York: Collins, 2002.
370
R3731
Rich, John M. Innovations in Education-Reformers and their Critics.
Boston: Allyn & Bacon, 2003.
Ruggiero, Vincent R. Teaching Thinking Across the Curriculum. New
York: Harper and Row, 1998.
Schubert, W.H. Curriculum-Perspective, Paradigm, and Possibility. New
York: Macmillan, 1997.
Sizer, Theodore R. Horace’s Compromise, The Dilemma of the American
School, Boston, Houghton Mifflin, 1985.
370.973
S:L5e
Siegel, Harvey. Educating Reason: Rationality, Critical Thinking, and
Education. New York: Routledge, 1988.
150.19434
Sk34a
Skinner, B.F. About Behaviorism. New York: Alfred A. Knopf, Inc.
1974.
150.19434
Sk34b
Skinner, B.F. Beyond Freedom and Dignity. New York: Alfred A.
Knopf, Inc., 1971.
375.001
Un7r
Unruh, Glenys G. Responsive Curriculum Development: Theory and
Action. Berkeley: McCutcham Publishing Co., 1975.
Unruh, G.G. and Unruh, A. Curriculum Development. Berkeley:
McCutchan, 2001.
372.1
E126t
Weinsteim, Gerald and Mario D. Fantini. Toward Humanistic Education:
A Curriculum of Affect. New York: Praeger Publishing, Inc.,
1975.
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Wiles, Jon. Curriculum Development. 4th ed. Columbus, OH: Merrill,
1993.
375.001
Z13c
Zais, Robert S. Curriculum: Principles and Foundations. New York:
Crowell, 1976.
Internet site required:
http://www.thecommittedsardine.net/infosavvy/education/handouts/handoutsmain.asp*
Supplementary Resources (Internet Based):
United States Department of Education - http://www.ed.gov
Yahoo’s Education Web Links - http://dir.yahoo.com/Education
State Education Agencies / Departmentshttp://bcol02.ed.gov/Programs/EROD/org_list.cfm?category_ID=SEA#top
Standard and Poor’s School Evaluation Service - http://www.ses.standardandpoors.com/
The Infosavvy group
http://www.thecommittedsardine.net/infosavvy/education/handouts/handoutsmain.asp*
Pennsylvania State Academic Standards
http://www.pde.state.pa.us
Pennsylvania State School Report Cards
http://www.paprofiles.org/
National Center for Education Statistics
http://nces.ed.gov/