I.
Course Number:
Course Title:
College:
Semester:
Room:
II.
Instructor & Contact Info:
Dr. Reta Ugena Whitlock
KH 2310
Preferred Contact: Email address: rwhitlo3@kennesaw.edu
WEBSITE: http://ksuweb.kennesaw.edu/~rwhitlo3/
Phone: 678-797-2249
Fax: 770-420-4334
Office Hours: Tuesday & Thursday, 12:30-1:30
III.
Class Meeting Time: Tuesday, 5-7:45 PM
IV.
Texts:
Required:
EDAD 8100/01
Curriculum Theory & Development
Bagwell College of Education
Spring 2007
KH 1106
1.
Wiles, J. & Bondi, J. (2007). Curriculum development: A guide to practice. NJ: Pearson/Merrill
Prentice Hall.
2.
Hooks, b. (2003). Teaching to transgress: Education as the practice of freedom. . NY:
Routledge.
V.
VI.
3.
Pinar, W. (2004). What is Curriculum Theory? NY: Lawrence Erlbaum Associates.
4.
Dewey, J. (1997). Experience and Education. NY: The Free Press.
Catalog Course Description: EDUC 8XXX. 3-0-3. Prerequisite: Admission to Doctoral Program.
This course is designed for students of curriculum theory, development, and design/planning.
It provides an in-depth study of the foundations, principles, and issues of curriculum as they affect
teachers, supervisors, and administrators who participate in curriculum making. The course
consists of two major components: curriculum theory, which is an interdisciplinary study of
philosophical, historical, psychological, social, and cultural foundations of curriculum; and
curriculum development, which examines various models of curriculum as processes that have
emerged and continue to shape education and schooling.
Purpose and Rationale:
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KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK:
Collaborative development of expertise in teaching and learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise
among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and
expertise to facilitate high levels of learning in all of their students through effective, research-based practices in
classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the
development of candidates as they progress through stages of growth from novice to proficient to expert and leader.
Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state.
To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined
and that only through the implementation of validated practices can all students construct meaning and reach high
levels of learning. In that way, candidates at the doctoral level leaders for learning and facilitators of the teaching and
learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college
and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the
university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of
assisting Georgia schools in bringing all students to high levels of learning.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, inservice, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is
central to analyzing the teaching-learning process, the teacher education faculty at KSU believe that the concept of
expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during
the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming
Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an endstate but a process of continued development.
Use of Technology : Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher preparation
program, and all candidates must be able to use technology to improve student learning and meet Georgia Technology
Standards for Educators. During the courses, candidates will be provided with opportunities to explore and use
instructional media. They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and
feel confident to design multimedia instructional materials, and create WWW resources.
Rationale for Course
Curriculum as a field of study is both complex and diverse with multiple perspectives and approaches. This course will
approach curriculum study by looking at curriculum not as a technical document, but as a social process. The course
will introduce various theoretical and development discourses in the field of curriculum and the representative works of
several influential theorists and individuals instrumental in the development of curriculum models. It is an introduction,
by no means complete. The study of curriculum continually undergoes change; students are expected to acquire a
working knowledge of contemporary curriculum thought, its historical antecedents, and be able to articulate a position,
however temporary, where they find themselves within the field.
The curriculum theory component of the course explores theory as a field of scholarly inquiry that endeavors to
understand curriculum across the academic disciplines. Students will focus especially upon interdisciplinary themes, as
well as the relations among curriculum, the individual, and society, in order to understand the overall educational
significance of the curriculum. The scope of curriculum development will include traditional and common approaches to
the field, i.e., the study of how curriculum is planned, implemented, and evaluated, along with the people, processes,
and procedures involved in its construction.
VII.
Course Objectives: The objectives of this course are consistent with the Bagwell College of Education
KSDs for Doctoral Candidates. Students will be able to:
Course objective
Doctoral
NBPTS
PSC/NCATE
KSDs
Core
Standard
Proposition
Analyze and evaluate issues, historical perspectives and 1A, 1B, 1C,
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1.1
2
current political and cultural influences in curriculum
theory and development
2A
Analyze and evaluate functions, purposes, history and
organization of schools and schooling, as well as issues
associated with the process of school reform and current
affairs in education
1B, 2A, 4D,
4E, 5A, 6B
1, 2
1.1, 1.3, 1.4,
1.7
Identify classroom or school-wide
practices/products/processes in need of differentiation
and suggest effective, appropriate means of meeting the
needs of all students based on effective elements of
curriculum development and design
Synthesize and evaluate current research on a specific
educational issue related to curriculum theory and
development as they inform teaching and learning.
Examine social, political, cultural, and psychological
factors of curriculum theory and development and their
implications for influencing teaching and learning
Analyze one’s impact on student learning in diverse
classrooms and schools and make suggestions for
enhancement and/or improvement.
Understand the impact of classroom and school climate
on learning and work with colleagues to positively impact
that environment
6B, 6C, 6D
1, 2, 3
1.1, 1.3, 1.4,
1.7
1A, 1B, 1C
1, 2, 3, 4 or
5
1.1
1, 2B, 2D, 2E,
3A, 3B, 3C, 5
1,4
1.3, 1.4, 1.7
3, 4A, 4B, 4D,
4E, 4F, 5C,
5E, 6
22, 2B, 2C,
2D, 2E, 3A,
3B, 3C, 4E,
5B, 5C, 6A,
6D
4A, 4C, 4D,
4E, 4F
1,2,3,4
1.3, 1.4, 1.6,
1.7
1,2,3
1.3, 1.4, 1.7
1,3
1.4, 1.6, 1.7
1C, 2B, 2C,
2D, 2E, 4A
1,2,3,4
1.3, 1.4
1A, 1B, 1C,
2A, 2C, 2D,
2E, 4A
1A, 1B, 1C,
4A, 4C, 4D
4,5
1.4, 1.6, 1.7
4,5
1.4, 1.6
Plan, implement and evaluate instruction which
incorporates a variety of learning theories and
assessment techniques
Document one’s involvement in school, district and
community activities beyond one’s own classroom which
are designed to positively impact student learning and
identify areas for additional involvement.
Collaborate with peers and colleagues in evaluating
teaching practices and leadership activities in schools.
Conduct an analysis of current teaching practices in
schools and using research based best practice, either
justify maintaining current practice OR propose changes
which are consistent with research based best practices.
VII.
Course Requirements and Assignments
1. Research Paper: This paper is designed so that students can focus on a particular strand, aspect, or
issue of curriculum theory and/or development. This might entail critiquing a book from a theoretical
perspective, developing specifically the implications of the book for classroom practice or situating the book
within a particular current contemporary educational reform, movement or problem. In other words, this
assignment should allow the doctoral student to focus in depth on a particular issue; the student is expected
to research other works to help develop ideas. The length of the paper is 12-15 pages, double-spaced with a
reference page that is formatted in APA style. There must be 10 sources listed on the reference page. Each
of these sources should be used in a significant way in the body of the paper. It is critical that the student
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choose credible and sterling sources to write this assignment. The student will access Galileo in order to
gather materials from academic journals and books. Further guidelines will be discussed.
2. Reflective Writing on Reading Assignments, Including Blogging: Students will periodically be
assigned reflective papers on assigned readings in which they will review/reflect upon salient points of the
work and the particular curricular perspective which it embodies. Papers will be short, double-spaced, regular
font, with exact number of pages TBA. This assignment is designed to help the student develop concise and
lucid writing.
Students will periodically be expected to respond to blog entries—Dr. Whitlock’s blog,
http://edprofessor.blogspot.com/, for example.
The following is a list of education blogs through which you may browse and write a response:
http://www.spunkyhomeschool.blogspot.com/; http://publiceducationdefender.blogspot.com/;
http://edspresso.com/; http://eduwonk.com/. The last blog has a long list of blogs at the bottom of the page
on the left. You may choose one of those to read.
Blog responses will be informal, yet reflective comments in which you can share insights on issues in
curriculum and pedagogy.
3. Book Talks: Students will conduct small group discussions about assigned readings salient to curriculum
theory and development.
4. Field Experience: Students of curriculum theory should be able to take their knowledge of curriculum
theory and apply it to practical situations. Thus, EDUC 8100 students will be expected to investigate the
curriculum at a school of their choice. They will interview teachers, curriculum specialists, and/or
administrators to learn more about the development of the school’s curriculum; identifying the social
constructs, either explicit or implied. They will then align the curriculum to theory and to the Georgia
Performance Standards, making suggestions as necessary to provide a standards-based curriculum that is
also theoretically grounded.
5. Small Group Presentations: Students are required to participate in at least one small group presentation,
which will focus on presenting a contemporary curricular discourse. The presentation should focus on how
this particular perspective of curriculum makes sense of the world. What are the major ideas, what major
thinkers or works does this perspective draw on, who are its major proponents and how have they helped us
to see the world differently. These presentations are expected to be creative, interactive and engaging.
Handouts with major ideas, bibliographies, biographies, etc. are most welcome.
6. Attendance and Participation: Students are expected to take an active role in generating class
discussions. To this end, students are expected to come to class having read the course material thoroughly.
What this means is that students should be able to distinguish among the major themes or issues raised in
each reading; identify concepts and vocabulary that are unfamiliar or confusing; articulate the significant
contributions and/or shortcomings of the particular readings. If you cannot attend class, please contact the
professor prior to class.
Assignments are due on date assigned. All written assignments must be typed in 12 point font with standard margins.
Work that is unedited or presented with little thought or planning will not be accepted.
IX. Policies
Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different
learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of
differentiated strategies and curricula for providing effective instruction and assessment within multicultural
classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second
element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in
employing specific methods and materials for every student. Among these attributes are age, disability, ethnicity,
family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and
4
socioeconomic status. An emphasis on cognitive style differences provides a background for the consideration of
cultural context. (Confessions Assignment)
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under
Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are
available to support students with disabilities within their academic program. In order to make arrangements for
special services, students must visit the Office of Disabled Student Support Services (ext. 6443) and develop an
individual assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address
each of the multicultural variables outlined above.
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their academic programs in an
ethical, professional manner. Faculty of the Ed.D. in Adolescent Education program abide by the policies and
guidelines established by the university in their expectations for candidates’ work. Candidates are responsible for
knowing and adhering to the guidelines of academic honesty as stated in the graduate catalog. Any candidate who is
found to have violated these guidelines will be subject to disciplinary action consistent with university policy. For
example, plagiarism or other violations of the University’s Academic Honesty policies could result in a grade of “F” in
the course and a formal hearing before the Judiciary Committee.
Professionalism- Participation, and Attendance: Part of your success in this class is related to your ability to
provide peer reviews and feedback to your editing groups regarding their research and their writing. Furthermore,
responding effectively and appropriately to feedback from your peers and the professor is another measure of one’s
professionalism. In addition, since each class meeting represents a week of instruction/learning, failure to attend class
will likely impact your performance on assignments and final exams. Please be prepared with all readings completed
prior to class. We depend on one another to ask pertinent and insightful questions.
Course Calendar
Date
Week 1: Jan 9
Week 2: Jan
16
Topic
Introduction:
Re-Thinking
Curriculum
Schools &
Schooling
Week 3: Jan
23
Week 4: Jan
30
Week 5: Feb
6
Contextualizing
Curriculum
Classroom Activities
Discuss syllabus, course
expectations;
What is curriculum?
Preview Wiles & Bondi
Chapter 1: Historical
perspectives & current
political/cultural influences;
discussion of
leadership/leadership for
learning;
Explore education blogs.
Functions, purposes, history,
& org. of schools (Dewey);
Discussion, group activity
Readings Due
Note: In addition to
required texts,
articles from
professional
journals may be
assigned
periodically.
Assignment Due
Dewey
Blog Response
The process of school reform:
issues & challenges;
Current affairs in education;
Discussion, Lab activity
Myths, historical perspectives,
origins; Curriculum &
Ideology; Tyler Rationale;
Lecture, discussion
Teaching for Community: A
Curriculum of Hope;
Discussion,
Dewey
Reflection on
Dewey
Apple selection;
Tyler selection
Blog Response
hooks
Reflection on
hooks
5
Week 6: Feb
13
Week 7: Feb
20
Week 8: Feb
27
Curriculum
Theory:
Reconceptualizing
Curriculum
Lab: Work on
Research Project
Curriculum
Theory
Week 9:
March 6
Week 10:
March 13
Spring Break
Week 11:
March 20
Week 12:
March 27
Week 13:
April 3
Week 14:
April 10
Curriculum
Development
Curriculum
Development
Curriculum
Development
Whitlock
Conference
Week 15:
April 17
Curriculum in the
21st Century:
Putting it all
together
Week 16:
April 24
Curriculum
Theory
Last Day of Class
Book Talk
“The Mis-education of the
American Public” &
“Autobiography: A
Revolutionary Act”
Pinar, Part 1
Field Experience
Due
Curriculum & Place:
Racial & gendered text;
Discussion
Last day to withdraw
without academic penalty
Pinar, Part 2
Reflection on Pinar
“The Analytic Moment: Antiintellectualism and
Complicated Comversation”;
“The Synthetical Moment:
Self-mobilization and Social
Reconstruction”
Classroom lab activity;
Explain Group Presentations
Pinar, Part 4
Reflection on Pinar
TBA
TBA
Research Paper Revision
Lab—In Class
Work on Research;
Complete Curriculum
Development Assignment
Wrap up of Curriculum Theory
& Development: Leadership
for Learning
Group Presentations on
Curriculum Theory and
Development
Research Discussions
Curriculum
Development
Assignment Due
Research Papers
Due
X. References and additional readings
CLASSICS
APPLE, M., IDEOLOGY & CURRICULUM. NEW YORK: ROUTLEDGE.
AUSUBEL, D. (1968). EDUCATIONAL PSYCHOLOGY: A COGNITIVE VIEW. NY: HOLT, RINEHART AND WINSTON.
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ:
6
Prentice-Hall.
Bruner, J. (1960). The Process of Education. NY: Random House.
Dewey, J. (1916). Democracy and Education. NY: MacMillan.
Dewey, J. (1997). Experience and Education. NY: The Free Press.
Dewey, J., School & Society/The Child and the Curriculum. Chicago: University of Chicago Press.
Gagne, E. (1985). The Cognitive Psychology of School Learning. Boston: Little Brown and Co.
Gagne, R. M. (1985). The Conditions of Learning. Fort Worth: Holt, Rinehart, and Winston.
Hooks, b. (2003). Teaching community: A pedagogy of hope. NY: Routledge.
Hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. NY: Routledge.
Piaget, J. (1952). The Origins of Human Intelligence. NY: International Universities Press.
Pinar, W., Reynolds, W., Slattery, P., and Taubman, P. (1996). Understanding Curriculum. New York: Peter Lang.
Schunk, D. H. (2004) Learning Theories: An Educational Perspective. Upper Saddle River, NJ: Pearson Prentice Hall.
Skinner, B.F. (1954). The science of learning and the art of teaching. Harvard Educational Review, 24, 86-97.
Thorndike, R.L. & Hagen, E. (1961). Measurement and Evaluation in Psychology and Education. (2nd ed.). NY: John
Wiley and Sons.
Tyler, R.W., Basic Principles of Curriculum. Chicago: University of Chicago Press.
Others
Daniels, H. & Bizar, M. (1998) Methods That Matter: Six Structures for Best Practice
Classrooms.
York, ME:
Stenhouse Publishers.
Gardner, H. (1991). The Unschooled Mind. NY: Basic Books.
George, P.S., McEwin, C. K., & Jenkins, J. M. (2000) The Exemplary High School. Orlando, FL: Harcourt College
Publishers.
Grant, C.A. (1994). Best practices in teacher preparation for urban schools: Lessons from the multicultural teacher
education literature. Action in Teacher Education, 16(3), 1-18.
Herman, J.H., Aschbacher, P.R., & Winters, L. (1992). A Practical Guide to Alternative Assessment. Alexandria, VA:
ASCD.
Kubiszyn, T., & Borich, G. (1993). Educational Testing and Measurement. (4th ed.)., NY: Harper Collins.
Payne, D.A. (1992). Measuring and Evaluating Educational Outcomes. NY: Merrill.
7
Shulman, L. (1999). Taking learning seriously. Change. July/August. 11-17.
Slattery, P. (1995). Curriculum Development in the Postmodern Era. New York: Garland Publishing.
Stiggins, R.J. & Conklin, N.F. (1992). In Teacher’s Hands: Investigating the Practices of Classroom Assessment.
Albany, NY: State University of the New York Press.
White, R. & Gunstone, M. R. (1992). Probing Understanding. London: Falmer Press.
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