EDUC 771 Course Syllabus
COURSE SYLLABUS
EDUC 771
CURRICULUM THEORY
COURSE DESCRIPTION
Addresses the theoretical constructs of the K-12 curriculum as related to the nature and function
of curriculum, the curriculum development process, and curriculum evaluation procedures.
Note: 700 level courses are only for students enrolled in the Ed.S. or Ed.D. program
RATIONALE
The proper development and implementation of curriculum is not possible without a thorough
understanding of the philosophical and theoretical perspectives that shape the process. Beginning
with a thorough analysis of these perspectives, emphasis will then be given to the role each
perspective plays in the curriculum development as well as the teaching/learning processes.
I.
PREREQUISITES
None
II.
REQUIRED RESOURCE PURCHASES
American Psychological Association. Publication Manual of the American psychological
association (Current ed.). Washington, D.C.: Author.
Banks, J. A., Boehm, R. G. (2005). Our country's regions. New York, NY: McGraw-Hill.
ISBN: 9780021503155.
Only purchase this elementary resource if needed for the Textbook
Evaluation Chart assignment, explained below.
Shepard, J. M., & Green, R. W. (2008). Sociology and you. New York, NY: McGrawHill. ISBN: 9780078745195.
Only purchase this secondary resource if needed for the Textbook Evaluation
Chart assignment, explained below.
Knight, G. R. (2006). Philosophy & education: An introduction in Christian perspective
(4th ed.). Berrien Springs, MI: Andrews University Press.
ISBN: 9781883925543.
Parkay, F. W., Hass, G., & Anctil, E. J. (2014). Curriculum leadership: Readings for
developing quality educational programs (10th ed.). Boston, MA: Allyn & Bacon.
ISBN: 9780132852159.
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EDUC 771 Course Syllabus
www.LiveText.com membership: This is a website for portfolio development and the
submission of major course assignments. A one-time purchase is required for all
students in the Education program. ISBN: 9780979663567.
Disclaimer: The above resources provide information consistent with the latest research
regarding the subject area. Liberty University does not necessarily endorse specific
personal, religious, philosophical, or political positions found in these resources.
III.
IV.
ADDITIONAL MATERIALS FOR LEARNING
A.
Computer with basic audio/video output equipment
B.
Internet access (broadband recommended)
C.
Microsoft Office
MEASURABLE LEARNING OUTCOMES
Upon successful completion of this course, the candidate will be able to:
V.
A.
Assess the philosophical basis for the curriculum theories discussed in this course.
B.
Analyze the major elements of the predominant curriculum perspectives.
C.
Articulate a biblical theory for the philosophical development of curriculum.
D.
Justify curriculum decisions in light of the relationship of the curriculum
perspectives and a biblical worldview.
E.
Evaluate a “core” content curriculum.
F.
Provide a rationale for the values that schools should teach.
G.
Explain theoretical and biblical issues to consider during a curriculum
development process.
H.
Justify the curriculum evaluation process as it relates to curriculum development
and planning.
COURSE REQUIREMENTS AND ASSIGNMENTS
A.
Textbook readings and lecture presentations/notes
B.
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will
complete the related checklist found in Module/Week 1.
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EDUC 771 Course Syllabus
C.
Discussion Board Forums (8)
Discussion boards are collaborative learning experiences. Therefore, the candidate
is required to post 1 thread of at least 400 words. The candidate will then post 1
substantive reply of at least 200 words to another candidate’s thread. For each
thread, the candidate must support his/her assertions with at least 1 citation in
current APA format. The candidate’s reply must cite at least 1 source. Acceptable
sources include the textbook, the Bible, peer-reviewed journal article, or
educational textbooks in the subject area.
D.
Philosophical Position Paper
The candidate will write 3–5 pages explaining how he/she has been influenced by
the philosophical position(s) of his/her teachers. The candidate will draw from
specific examples from the elementary, junior high/middle school, high school,
and college levels.
E.
Curriculum and Biblical Perspectives Chart
The candidate will select a subject and grade level and fill in a chart that
illustrates how each of the 5 curriculum perspectives, including the biblical
perspective, stcructures that course of study.
F.
Criteria List for Curriculum Decisions
The candidate will develop a set of criteria in list form that could be used by a
curriculum search committee that would justify and support a particular selection
of a social studies (history) curriculum for a school system. The candidate will
include every criterion that should be considered in the selection of materials
across any or all grade levels in a 1–3-page paper.
G.
PowerPoint In-Service Presentation and Agenda
The candidate will design a 2-hour in-service that might be conducted with
faculty in order to help understand the theoretical and practical implications of
“core” content in their curriculum development process. The candidate will create
a minimum of 20 slides for a PowerPoint presentation depicting this in-service.
H.
Textbook Evaluation Chart
The candidate will select an elementary or secondary textbook from his/her own
resources or purchase 1 of the elementary or secondary textbooks available on
MBS Direct. The candidate will describe how that specific textbook would be
used by each of the perspectives listed in the Curriculum and Biblical
Perspectives Chart.
I.
Implied Curriculum Paper
The candidate will consider the physical education curriculum and athletic
program at a typical high school and identify the implied curriculum in both areas.
Then, in a 3–5-page paper, the candidate will select 1 negative aspect of the
implied curriculum that was identified in each area and will outline the steps the
school might take to overcome these deficiencies.
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EDUC 771 Course Syllabus
J.
Values/Character Development Paper
The candidate will write a 3–5-page paper on a subject area and topic that might
be taught in a grade level of his/her choice. He/She will identify character
qualities or values/virtues that could be taught in conjunction with that topic. The
candidate will explain and defend his/her choices for the qualities and suggest at
least 2 activities that could be used to foster an understanding in candidates for
those values, qualities, or virtues. Finally, the candidate will explain how the
implied curriculum within the classroom or school might affect that instruction.
K.
Curriculum Change Plan Chart
The candidate will outline, in detail, the steps and time frame for a plan to change
the total curriculum for either the subject area of science or history within an
entire school system. This would be school-wide and set priorities for the issues
being targeted. The candidate will describe, in an outline, what the plan would be
to get the staff in the school system (parents, teachers, librarians, and
administrators) to cooperate with and engage positively with a change in
curriculum.
VI.
COURSE GRADING AND POLICIES
A.
Points
Course Requirements Checklist
Discussion Board Forums (8 at 25 pts ea)
Philosophical Position Paper
Curriculum and Biblical Perspectives Chart
Criteria List for Curriculum Decisions
PowerPoint In-Service Presentation and Agenda
Textbook Evaluation Chart
Implied Curriculum Paper
Value/Character Development Paper
Curriculum Change Plan Chart
Total
B.
10
200
100
100
100
100
100
100
100
100
1010
Scale
A = 960–1010 A- = 940–959 B+ = 920–939 B = 890–919 B- = 870–889
C+ = 850–869 C = 820–849 C- = 800–819 D+ = 780–799 D = 750–779
D- = 730–749 F = 0–729
C.
LiveText Submission Policy
Assignments that are to be submitted to LiveText must be submitted there in order
to receive credit for them. This includes assignments that are also submitted in
Blackboard, including those submitted to SafeAssign.
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EDUC 771 Course Syllabus
D.
Late Assignment Policy
If the student is unable to complete an assignment on time, then he or she must
contact the instructor immediately by email.
Assignments that are submitted after the due date without prior approval from the
instructor will receive the following deductions:
1.
Late assignments submitted within one week of the due date will
receive a 10% deduction.
2.
Assignments submitted more than one week late will receive a 20%
deduction.
3.
Assignments submitted two weeks late or after the final date of the
course will not be accepted.
4.
Late Discussion Board threads or replies will not be accepted.
Special circumstances (e.g. death in the family, personal health issues) will be
reviewed by the instructor on a case-by-case basis.
E.
Disability Assistance
Students with a documented disability may contact Liberty University Online’s
Office of Disability Academic Support (ODAS) at LUOODAS@liberty.edu to
make arrangements for academic accommodations. Further information can be
found at www.liberty.edu/disabilitysupport.
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