KUTZTOWN UNIVERSITY
Department of Elementary Education
ELU 540 – Seminar In Elementary Curriculum Development
COURSE DESCRIPTION
Exploration of historical philosophical, socio-cultural, psychological and theoretical foundations
of curriculum and their application to teaching and learning settings. Action research,
professional development, innovations for curriculum improvement, school organization,
assessment tools and their effective implementation across diverse settings are explored.
3 s.h., 3 c.h.
RATIONALE
OBJECTIVES
Students will:
1.
Identify and explain the theoretical bases of curriculum
2.
Develop a definition for curriculum
3.
Develop a statement of philosophy for curriculum.
4.
Create a curriculum guide in an area of curricular interest.
5.
Determine leadership roles of key personnel in curriculum development.
6.
Analyze curriculum evaluation approaches
ASSESSMENTS
Assessment of each student’s level of accomplishment with reference to the course objectives
will be based on the following:
1. Participation in group discussions and projects in class.
2. Completion of two papers dealing with the objectives of your choice as specified in the
course syllabus. The papers will be of graduate quality, preferably APA style, with
minimum of five references. Try to keep references as current at possible (within the past
five years).
3. A midterm and final exam will be given.
4. Participation in a simulated curriculum development project.
OUTLINE:
I. Curriculum Development
A. Defining curriculum
1. What curriculum is
2. Need for Curriculum
B. Historical Influences
1. Colonial education
1
C.
D.
E.
F.
G.
H.
2. Free public education
3. Industrial revolution
4. Space age
5. Civil rights movement
6. Gender equity
Psychological Influences
1. Educational philosophies
2. Learning theory
Socio-cultural Influences on Curriculum
1. Responsibilities of schools
a. Conflicting views of schooling
b. Curriculum realities
2. Media influences
3. Attitudes
4. Legislative
5. Community
People and Roles in Curriculum Development
1. Critical role of the teacher
2. Curriculum development settings
a. national settings
b. national professional groups
c. state setting
d. Local school districts
e. Individual setting
3. Non teacher participants\
a. Curriculum specialists
b. Parents
c. Business community
d. Students
Selecting, sequencing, organizing, and prioritizing content
1. Public mandates
2. High stakes testing
Implementing curricular changes
1. Status-quo
2. Key role of teachers
Evaluating the Curriculum
1. Approaches to curriculum
a. CIPP
b. Responsive evaluation
c. Formative
2. Review and reflection
a. Data from students
b. Teacher initiated
2
Instructional Resources
Armstrong, D. (2003). Curriculum today. Upper Saddle River, NJ: Merrill/Prentice Hall.
Bodrova, E., & Delong, D. (2003). Tools of the mind: the Vygotskian approach to education.
Upper Saddle River, NJ: Merrill/Prentice Hall
Brooks, J., & Brooks, M. (2001). The case for constuctivist classrooms. 3rd ed. Upper Saddle
River, NJ: Merrill/Prentice Hall.
Evans, D. (Ed.). (2005). Taking sides: teaching and educational practice. 2nd ed. Dubuque, IA:
McGraw-Hill.
Forbes, S., & Shannon, D. (2006). Classroom assessment case book. Upper Saddle River, NJ:
Pearson Merrillo Prentice Hall.
Freiberg, K.L. (Ed). (2004). Annual editions-educating exceptional children. 16th ed. Dubuque,
IA: Dushkin McGraw-Hill.
Paciorek, K., & Munro, J. (Eds.). (2004). Annual editions-early childhood education. 25th ed.
Dubuque, IA: Dushkin McGraw-Hill.
Rethinking Schools. (2001). Teaching for equity and justice 5th ed. Bigelow, B, Harvey, B.,
Karp, S., Miller, L. eds. Williston, VT: Rethinking Schools Ltd.
Rethinking Schools. (2002). Teaching for equity and justice 6th ed. Bigelow, B, Harvey, B.,
Karp, S., Miller, L. eds. Williston, VT: Rethinking Schools Ltd..
Romo, J., Bradfield, P., & Serrano, R. (2004). Reclaiming democracy: multlicultural educators'
journeys toward transformative teaching. Upper Saddle River, NJ: Pearson Merrill/
Prentice Hall.
Schultz, F. (Ed). (2004). Annual editions-Education. 31sth ed. Dubuque, IA: Dushkin McGrawHill.
Schultz, F. (Ed). (2004). Annual editions-Multicultural education. 11th ed. Dubuque, IA:
Dushkin McGraw-Hill.
Spring, J. (2004). Deculturalizaton and the struggle for equality. 4th ed. Boston: McGraw-Hill.
Stiggins, R. (2005). Student-involved assessment for learning. 4th ed. Upper Saddle River, NJ:
Pearson Merrill Prentice Hall.
Uhrmacher, P. (2005). Intricate palette: working the ideas of Elliot Eisner. Upper Saddle River,
NJ: Pearson Merrill Prentice Hall.
Wiles, J., & Bondi, J. (2002). Curriculum development a guide to practice. 6th ed. Upper Saddle
River, NJ: Merrill/Prentice Hall.
Revised 6/2005
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