CENTRAL MICHIGAN UNIVERSITY
COLLEGE OF EDUCATION AND HUMAN SERVICES
Department of Teacher Education and Professional Development
Master Course Syllabus
EDU
705
Designator Number
Fundamentals of Curriculum Development and Instruction
Course Title
3 (3-0)
Credit(Mode)
I.
Bulletin Description: Study of the history, nature and scope of curriculum and the implications for
curriculum development.
II.
Prerequisites:
Prerequisites:
None
Co-requisites: None
Recommended: None
III. Rationale for Course Level: This course contains complex and field specific concepts and perspectives
that build upon knowledge base and skills acquired in previous graduate work in curriculum or related
areas.
IV. Textbooks and Other Required Materials to be Furnished by the Student:
Marsh, C.J., & Willis, G. (2007) Curriculum: Alternative Approaches, Ongoing Issues. (4th ed.). Upper
Saddle River, NJ: Prentice Hall.
V.
Special Requirements of the Course:
All required articles and excerpts will be available in advance in a course packet to help you prepare for
pre class required readings. You are also free to locate your own copies of any reading.
VI. General Methodology:
Lectures
Group Discussions
Group reading project presentations
Group/ individual project presentations
VII. Course Objectives:
CConcept- and knowledge-driven: A professional educational practice that is concept and
knowledge- driven has, as its foundation, content knowledge. This knowledge base is acquired
through serious study and developed through research.
LEA- LEArner centered: A professional educational practice that is learner-centered focuses on the
cognitive, affective and physical needs, and characteristics of each learner. It is based on the
belief that all learners grow and develop throughout life and that all students can learn.
R-
Reflective practice relevant to diverse settings and roles: Educators will work in diverse
settings – from the large, urban high school to the small, rural school. Communities and schools
are comprised of diverse people from a wide variety of cultural, ethnic, racial and socioeconomic
backgrounds. Best educational practice requires recognition of and provisions for these
differences.
After completing this course, students will be able to:
1. Define the concept of curriculum in educational realm;
2. describe factors influencing curriculum development process; (LEA, R)
3. analyze the philosophies within the framework of curriculum development process; (C)
4. explain the nature and scope of the curriculum field throughout history; (LEA, R)
5. compare the purposes and philosophies of education from different countries and the implication for
curriculum development; (LEA, R)
6. analyze the nature of curriculum at both macro and micro levels and describe its impact on
instructional decision making; (LEA, R)
7. use insights from curriculum alignment and evaluation to write a curriculum improvement model for
your school, school district and state; (LEA, R)
8. compare the traditionalists and the re-conceptualists approaches to curriculum development
highlighting strengths, limitations, and implications for curriculum implementation. (LEA, R)
VIII. Course Outline:
Topics
Introduction
Defining Curriculum
Nature and Scope of Curriculum
Types of Curricula
The ideological curriculum
The Taught Curriculum
The Tested Curriculum
The Learned Curriculum
The Hidden Curriculum
History and Purpose
The nature and Scope of Curriculum
Approaches to Curriculum
Academic scientism
Progressive functionalism
The Traditionalists
RalphTyler’s Rational
BenJamin Bloom’s Taxonomy
The Reconceptualists
The postmodernism
The Modern Era
Philosophies and Theorizing
Structure-Oriented Theories
Value- Oriented Theories
Content Oriented Theories
Process- Oriented Theories
Philosophies
Classifying curriculum Philosophies
Perennialism
Idealism
Realism
Experimentalism
Existentialism
Hours
8
10
10
Philosophy of Education
Curriculum Development
Planning
Alignment
Evaluation
National level
School District level
Classroom Level
Teachers
Principals
Parents
Students
Teaching materials
Learner centered
Subject centered
Society centered
Curriculum Reforms
Standards based
No Child left behind
Technology ( ies)
Types of Curricular
The Re-conceptualists
Understanding curriculum through
Political text
Racial text
Poststructuralist,
Deconstruction
10
Postmodernism
Autobiography
Institution
Global
Curriculum Policies and Politics
10
Curriculum as a political activity
Who’s Curriculum?
Whose knowledge?
Global Perspectives
Curriculum Development Policies in Developing Nations
Curriculum Development Policies in Developed Nations
Case Studies (Indonesia, Africa, Pakistan, Russia, India,
China, etc.)
Total Hours: 48
IX. Evaluation:
Attendance and participation
20%
Curriculum development knowledge base paper
20%
Curriculum improvement model project
30%
Final group paper/ Project
30%
Total:
100%
X.
Bibliography
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Syllabus Prepared By:
Abalo Adewui
(Name)
October 6, 2014
(Date)