Education 542/543
Curriculum Development in Elementary
Middle/Secondary School
Longwood University, Summer, 2010
Instructor: Dr. Stephen C. Keith
Office: 219 Hull
Phone: Office (434) 395-2516
e-mail: keithsc@longwood.edu
Office Hours: By phone and by appointment
Class Time:
8:30-4:30 July 12-17th.
Class Schedule:
M 7/12
Chapter 1, Nature of Curriculum
Chapter 2, Curriculum History
Chapter 3, Curriculum Theory
T 7/13
Chapter 4, Politics of Curriculum
Chapter 6, Improving the Program of Studies
Chapter 8, Developing New Courses and Units
W 7/14
Chapter 9, Supervising the Curriculum
Chapter 10, Aligning the Curriculum
Chapter 12, Curriculum Evaluation
R 7/15
Chapter 13, Current Developments
Chapter 14, Current Developments Across the Curriculum
Chapter 15, Individualizing the Curriculum
F 7/16
Catch Up on Course Content
Presentations
Generate OFS Questions for Take Home, Due July 26th via Digital Drop Box
Text: Required
Glatthorn, Boschee, Whitehead. (2009) Curriculum Leadership: Strategies for Development and
Implementation (2nd. ed.) Boston: Allyn and Bacon.
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Course Description:
A study of the principles and current patterns of curriculum development in the elementary,
middle and secondary schools.
I. Course Objectives:
Upon Completion of the course in curriculum development the students should be able to:
1. define the nature and purpose of education. ELCC 3.0, 5.0, 6.0
2. identify principles of curriculum development. ELCC 2.0
3. differentiate between curriculum and instruction. ELCC 2.0
4. identify the criteria for effective decision making in curriculum development. ELCC 1.0,
2.0, 3.0
5. identify and explain curriculum parameters and proposals in Virginia and nationally.
ELCC 2.0
6. describe how behavioral objectives are to be stated. ELCC 2.0
7. describe the bases for deciding behavioral objectives. ELCC 2.0
8. describe the procedure for curriculum development. ELCC 2.0
9. define the meaning of culture and its importance to curriculum development.
ELCC 2.0, 6.0
10. define the meaning and types of “sequence” related to
curriculum. ELCC 2.0
11. describe the two main characteristics of a subject or
discipline. ELCC 2.0
12. explain Bruner’s concept of the structure of subject fields. ELCC 2.0
13. explain and define traditional philosophic functions in
curriculum development. ELCC 2.0
14. describe criteria for evaluating curriculum development
outcomes. ELCC 2.0
15. describe principles and procedures for determining content
sequences and grade placement. ELCC 2.0
16. explain how the characteristics of lesson plans, block
planning, and unit planning relate to curriculum
development. ELCC 2.0
17. explain the importance of vertical and horizontal curriculum
articulation. ELCC 2.0
18. explain the importance of textbook selection as related to
implementing a curriculum. ELCC 2.0, 3.0, 4.0
19. explain the importance of the adopted education philosophy and practice.
ELCC 2.0
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II. Skill Based Objectives:
1. be able to recognize an apparent contradiction between
philosophy and practice. ELCC 2.0
2. be able to recognize a value practice-dilemma in a curriculum
design. ELCC 2.0
3. be able to identify a given curriculum as being subject
centered, child centered or social centered. ELCC 2.0, 3.0
III. Disposition: Conceptual Framework (CF)
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Content Knowledge
Planning
Learning Climate
Implementation and Management
Evaluation/Assessment
Communications
Technology
Diversity
Professional Disposition
1. demonstrate an appreciation of the importance of the leadership role of the
classroom teacher for facilitating communication with all constituents
involved with student learning. CF I, VI, IX
2. appreciate the need for analyzing curriculum subject matter,
text content, and instructional content for alignment and
congruence. CF I, II, III, VI, VIII
3. appreciate the need for a philosophical base for all actions
within curriculum development. CF I, III, V, VIII
4. appreciate the need for a personal definition of “education”. CF VI, VIII, IX
5. to accurately disseminate the role of commercial curriculum programs in the general
education classroom. CF I, II, III, V, VI
HONOR CODE
Students are expected to live by the Longwood University Honor Code: see graduate catalog for
specifics. All work done for the class must be pledged.
ATTENDANCE
This is a graduate class and given the nature of the schedule attendance is mandatory. There are
no instances, short of hospitalization, in which attendance is excused.
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COURSE REQUIREMENTS
Curriculum/Program/Textbook Review
Leadership and Curriculum Part I & II
Final OFS
30%
35%
35%
100%
GRADING SCALE
A+ 100-98, A 97-93, A-92-90
B+ 89-88, B 87-83, B-82-80
C+ 79-88, C 77-83, C-72-70
COURSE REQUIREMENTS
Due August 2, 2010-All assignments are due via Digital Drop Box on Blackboard
Curriculum Review: Students will write a review of a specific curriculum program. The review
should consist of an analysis of the curriculum followed by a reflection. 30% of Grade
OR
Program Review: Students will select a curricular program, such as, Hooked on Phonics, Hooked
on Math, Pathway Readers, Saxon Phonic Curriculum, Saxon Math, e-Sylvan Tutoring. The
student will write a developmental history of the program and its cost, availability and training
needed for use as an instructor. The paper should have a curriculum overview and its theoretical
framework. Students should also provide a review of the curriculum design and structure, such
as, how it is organized, the grade levels and resources available. The student will need to write a
reflection of the program. 30% of Grade
OR
Textbook Review: Students are to do a thorough analytical review of a textbook they are using or
are considering for possible future use. Considering the classroom students, their cultural
background, geographic areas, and subject to be taught comment on each of the following
features:
1.
2.
3.
4.
Copyright/edition: current/outdated
Appropriateness of reading level: vocabulary, complexity of sentences
Relevancy for students: real life application
Accurate portrayal of events and appropriate reflection proportionally to actual historical
or socioeconomic status of your students
5. Graphic/pictorial display: color/black and white and white, appropriate for students and
subject
6. Alignment with SOL’s. Comment on specific SOL’s covered and specific ones not
covered.
7. Table of Contents: Are all desired topics covered? Is an additional coverage needed for
SOL’s.
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8. Chapter Analysis: Select three chapters from the text and analyze them with respect to
clarity of objects, comprehensiveness of content, organization, accuracy, pedagogical
features, and any additional areas that may be of concern to you.
9. Support Materials: test books, transparencies, power points, that accompany the text? Are
they useful to instruction?
10. How is this text congruent with the text before and if appropriate after it.
11. Recommendations: Make specific recommendations to improve the overall quality of the
textbook.
30% of Grade
Guidelines for Written Paper: Format
Length: 5 pages in length
Form: Written reports should use word processing and be doubles spaced. The report should
have a cover page and reference list. The APA format should be followed.
Organization: Your paper should have the following:
1. All Reports:
(a) Introduction: A paragraph or two clearly describing the curriculum
program, or textbook being investigated.
(b) Bibliography: (If applicable) All books and journals used for your
paper should be listed according to APA Publication Manual.
2. Curriculum or Program Review:
(a) Analysis Section: This section of the paper should discuss your
findings from your analysis of the curriculum or program.
(b) Your Reflection: Write your own opinion and ideas, based upon
the review investigated. Draw your conclusions from your
findings.
3. Textbook Review:
(a) Respond to the 10 questions presented under the requirements
headings
Leadership in Curriculum
Part I
Investigate how curriculum development is “managed” in your school and school division. That
is, who decides changes, how are those managed for congruency, how is it implemented at the
building level and what documentation is maintained? Are there parental/community
implications? Are there potential policy changes? What suggestions would you make or where
are there inappropriate or less than best practices?
This should be addressed in at least a five page paper, double spaced.
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Part II
Using concepts you have learned in Educational Leadership, outline how you would begin to
develop a new integrated curriculum on: Using The Bible as a Resource Across the Curriculum
or as a stand alone course. Assume that it has passed legal challenges at the state level (as it has
in some states) and that there are SOLs. If you wish to substitute a similar controversial
curriculum approach, please discuss with the instructor.
Be sure to integrate School Law, School Finance Concepts and School Community Relations
specifically into all phases. Be to address policy implications and other topics and content from
your classes.
OR
Using controversial topics in a content area or grade level curriculum, develop SOL standards
that reflect both sides of an issue. For example Texas History Social Studies Standards.
Emphasize the concept of choice, balance and how you will evaluate either side of the issue.
This should be addressed in a 5-7 page paper, double spaced.
35% of the grade and due August 2, 2010
Disability Statement: Accommodations:
Any student who feels s/he may need an accommodation based on the impact of a
physical, psychological, medical, or learning disability should privately contact your professor or
Dr. Sally Scott, Director of Disabilities Support Services. If you have not already done so, please
contact the Office for Disability Services (103 Graham Building, 395-2391) to register for
services.]
PROGRAM ENROLLMENT
Prospective applicants are allowed to enroll in up to nine credit hours (3 courses) prior to being
admitted to a degree or licensure only program and have those hours apply to the admitted
program. Students should submit an Application for Graduate Admission promptly to avoid
having course work in excess of the nine credit hours not apply once admitted. Application
materials are available by contacting the Office of Graduate Studies (434-395-2707 or
graduate@longwood.edu) or on our web site at www.longwood.edu/graduatestudies/apply.htm
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Grading Rubric for Written Assignments
Drs. Gerry R. Sokol & S. Keith
All written work must be word-processed, double-spaced, include page numbers, and be stapled
if there are multiple pages. For short assignments the top of the first page must include your
name, course number, section number, assignment title and date. If the assignment is long a
cover page with the same information must be used. Papers that do not follow these guidelines
will be returned ungraded.
For a paper to receive a grade of A+, A, or A-, the difference is a matter of degree, it must
have the following characteristics.
 Topic is approached or treated in an original manner
 Topic integrates personal experience where relevant
 Reflection and analysis are evident in the writing
 Class readings, assignments, discussions, and activities are integrated
 Ideas are supported and illustrated in great depth
 Writing is very well organized and structured
 There are no more than two mechanical errors
For a paper to receive a grade of B+, B, or B-, the difference is a matter of degree, it must
have the following characteristics.
 Topic is approached or treated in a somewhat original manner
 Topic integrates some personal experience where relevant
 Some reflection and analysis is evident in the writing
 Some reference is made to class readings, assignments, discussions, and activities.
 Ideas are supported and illustrated
 Writing is well organized and structured
 There are few mechanical errors
For a paper to receive a grade of C+, C, or C-, the difference is a matter of degree, it must
have the following characteristics.
 Topic is addressed
 Little integration of personal experience where relevant
 Little reflection and analysis are evident in the writing
 Little mention of class readings, assignments, discussions, and activities
 Ideas are stated but not supported and illustrated
 Organization is not coherent
 There are mechanical errors that detract from the meaning of the writing
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For a paper to receive a grade of D or less, the difference is a matter of degree, it must have
the following characteristics.
 Topic is not addressed
 No integration of personal experience where relevant
 No reflection and analysis are evident in the writing
 No mention of class readings, assignments, discussions, and activities
 Few ideas are stated, no support or illustration
 Disorganized
 There are many mechanical errors that detract frequently from the meaning of the writing
Bibliography
Andrew, K. & Marshall, K. (2000). Making learning connections through telelearning.
Educational Leadership, 58 (2), 53-56.
Birch, J.R. (2000). Extending literacy and integrating curricular through dance. The
Educational Forum, 64, 223-228.
Brogan. P. (2000). Educating the digital generation. Educational Leadership, 58 (2), 57-59.
Hannaford, B. Fouraker, M. & Dickerson, V. (2000). One school tackles the change to block
scheduling. Phi Delta Kappan, 82, 212-213.
Labaree, D.F. (2000). Resisting educational standards. Phi Delta Kappan, 82, 28-33.
Romey, W. (2000). A note on social promotion. Phi Delta Kappan, 80, 104-111.
Tanner, L.N. (2000). Critical Issues in curriculum revised. The Educational Forum, 65, 1621.
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