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. Page 1 of 5 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. Page 2 of 5 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. Page 3 of 5 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. Page 4 of 5 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. Page 5 of 5