PSU Graduate School of Education
The Graduate School of Education challenges itself and others to meet
the lifelong educational needs of diverse urban communities.
Theoretical Models of Curriculum
CI 565 002 CRN 65069 Thurs. 6:40-9:20 ED 314
Course Syllabus for Spring, 2010
Dr. Gayle Y. Thieman
Phone: 503-725-4630 0ffice
360-608-0579 cell (preferred)
FAX: 503-725-8475
Email: thiemag@pdx.edu
Office Hours: SOE 608A
Tues 3:30-5:00, Thurs. 2:00-4:00 by appointment
The GTEP secretary, Diane Brunkow, can be reached at 503-725-4753. The mailing address is PO Box 751,
Portland, OR 97207. Please call or email me directly to schedule an appointment. Students needing an
accommodation should immediately inform the course instructor. Students will be referred to Disability Services
(725-4005) to document their disability and to obtain support services when appropriate. I will work with you to
arrange the supports you need in this class.
GSE Conceptual Framework
National Board for Professional Teaching Standards (NBPTS) addressed in this course:
1.Teachers are Committed to Students and Their Learning
1a. They are dedicated to making knowledge accessible to all students. They believe all students can learn.
1c. Teachers understand how students develop and learn.
1d. They respect the cultural and family differences students bring to their classroom.
2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students.
2a. They have mastery over the subject(s) they teach. They have a deep understanding of the history, structure and
real-world applications of the subject.
4: Teachers Think Systematically about Their Practice and Learn from Experience.
4a. They model what it means to be an educated person – they read, they question, they create and they are
willing to try new things.
4b. They are familiar with learning theories and instructional strategies and stay abreast of current issues in
American education.
4c. They critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of skills,
and incorporate new findings into their practice.
5: Teachers are Members of Learning Communities.
5a. They collaborate with others to improve student learning.
5c. They work with other professionals on instructional policy, curriculum development and staff development.
Dr. Gayle Y. Thieman
4/1/2010
1
Essential Question: Does curriculum matter? Which curriculum am I teaching; which curriculum are my
students learning?
Course Outcomes
Identify a range of images and
definitions associated with the
concept of “curriculum”
Become familiar with the history of
curriculum in the US and its
philosophical, cultural, and
scientific underpinnings
Examine the power of the hidden
curriculum as it relates to sociocultural, moral, and equity
dimensions of student opportunities
for learning
Collaborate with peers to present
curricular theory and practice for
developmental levels
Perform an in-depth investigation
and critique of curriculum in an area
of professional interest
Reflect on your own curricular
perspectives and the curriculum
which has produced you as an
educator
GSE
2.2
NBPTS
4b
2.2
2a
1.1
1.2
1a
1d
2.1
2.2
3.2
2.1
2.2
4.1
2.2
1c
5a
5c
4a
4b
4c
4a
4c
Assessments
Class discussion and
individual posting of reading
reflections
In class project: develop ppt
of history of US education &
philosophy of various
curricula
Class discussion and
individual posting of reading
reflections
Rubric: Group Presentation
on Curriculum Implications
of Developmental Levels
Rubric: Curriculum Analysis
and Critique
Scoring Guide: Curriculum of
Self Paper
Class Format:
Class sessions will be varied and will include lecture, discussions, video tape and/or special presentations,
cooperative learning groups, research, and reflective writing.
Course Texts and Materials
Parkay, F.W., Hass, G., Anctil, E. (2010). Curriculum Leadership: Readings for Developing Quality Educational
Programs. Boston, MA: Allyn & Bacon.
Evaluation Please Note: Incompletes will be considered only if you have conferred with your instructor
about your special circumstances prior to exam week. You are responsible for ensuring that all
assignments are turned in no later than June 10.
Criteria for Assessment-Class Projects and Written Work
1. Clarity, conciseness, and completeness.
 You address assignment/ activity guidelines and expectations.
 Your thesis and main points are clear, well-organized, and well-supported with
 examples, descriptive details, explanations, and evidence from readings or
 observations.
2. Insightful reflection about and critique of topic/situations.
3. Authenticity and conviction. Your own voice, experience, and expertise come through!
4. Effective and appropriate use of language conventions to communicate with
audience/reader.
5. Professional and ethical use of source material. You include in-text citations for quoted material and a
complete list of scholarly references at the end of your project.
Dr. Gayle Y. Thieman
4/1/2010
2
Plagiarism is a serious issue and is a violation of the PSU Student Conduct Code. The university policy
on plagiarism and cheating will be strictly enforced. Academic dishonesty will not be tolerated and
will result in loss of credit for assignments and potential failure of the course.
Assignments/Expectations Due This Term
CLASS PARTICIPATION
15%
My expectation is that you come to class on time, prepared to participate fully,
support one another in a community of learners, and challenge yourselves. Your grade will be based on a
combination of active class participation, completion of all
assignments and readings on time, demonstration of honest engagement (which does not
necessarily mean agreement) in your writing with the issues and readings discussed in
class, and demonstration of an ability to understand, analyze, and apply knowledge
learned in the course. In case of emergency, please notify the instructor before class via email or phone
and arrange a make up activity.
WEEKLY REFLECTIONS
25%
Each student will write a one page Reflection on the assigned reading and topics discussed in class. The
reflection should not merely be a summary but rather, a thoughtfully reflective analysis of personal
insights derived, questions raised and responses to the readings, class activities, and your educational
experiences. Each assigned reading has suggested questions for reflection (syllabus pp. 4-5) This journal
should be an ongoing assessment of yourself as a leader and learner. You will also receive a timely
response from Dr. Thieman and this will become an ongoing dialogue between you.
THE CURRICULUM OF THE SELF
DUE April 15
15%
Describe, analyze, and critique the curricula and experiences that have led you to this point in your
educational life. You may choose to answer one or more of the questions below in 3-4 pages (typed,
double spaced, 12 point font). Begin to situate yourself in the context of the four curriculum traditions:
Intellectual Traditionalist, Social Behaviorist, Experientialist, or Critical Reconstructionist (Parkay ch.1)
 What home and family arrangements have contributed to your social, emotional, cognitive,
physical, aesthetic, and spiritual growth?
 How has your participation in community (or in multiple communities) helped you develop
culturally plural and socially responsible curriculum and or pedagogy?
 What factors of your culture have promoted your values, and how are these values manifested in
your approaches to developing education for others?
.
GROUP PRESENTATION
DUE May 27 or June 3
15%
Participate in one of five groups to prepare and present a 45 minute program on one of five developmental
levels (early childhood, elementary, middle school, high school, college). Begin by reading the relevant
chapters (8,9,or 10) in Parkay, et al. and supplement that reading with other professional articles of your
choice. Your presentation should engage your classmates in active learning, communicate key issues
(focus questions) related to curriculum for the developmental level, and include a 1-2 page executive
summary of the major ideas in your presentation. (Post a copy of the executive summary to the class wiki
prior to your presentation at http://gtpdx.wikispaces.com). Feel free to use multimedia technology, role
play, simulation, or drama, literature, or other instructional practices. All members of the group should
participate equally in planning and presenting the topic.
CURRICULUM ANALYSIS and CRITIQUE DUE June 7
30%
Choose a curriculum you would like to investigate; present your analysis and critique in a scholarly paper
including appropriate citations from research journals. (10-12 pages, typed, double-spaced, 12 point
font). OR You may develop your own curriculum. (See instructor for this second option)
Dr. Gayle Y. Thieman
4/1/2010
3
In part I of your paper, (a) briefly introduce the curriculum, (b) explain the context (historical, political,
economic, and social factors) of the development of the curriculum (refer to Parkay, ch. 2) Draft of Part
I due April 22 emailed to thiemag@pdx.edu. Subject line: Curriculum Analysis and attach your paper as
a Microsoft Word document (.doc or .docx).
In part II, (c) analyze the orientation(s) and values the curriculum represents; (refer to Parkay ch 1 and 3);
(d) explain the purposes and content of the curriculum; (e) analyze the assumptions underlying the
curriculum’s approach to purpose and content; (f) summarize the organization of the curriculum.
Revised Part I and Draft of Part II due May 6 emailed to thiemag@pdx.edu. Subject line: Curriculum
Analysis and attach your paper as a Microsoft Word document (.doc or .docx).
In part III, explain (g) how the curriculum is implemented and (h) how has the curriculum been evaluated
(internal or external reviews). Part I, Revised Part II and Draft of Part III due May 21 emailed to
thiemag@pdx.edu. Subject line: Curriculum Analysis and attach your paper as a Microsoft Word
document (.doc or .docx).
In part IV, (i) develop or specify your own evaluative criteria and explain your judgment of the
curriculum. Include your Bibliography using APA style citation. Final revisions to Part I, II, III and part
IV and bibliography due Monday June 7 or sooner emailed to thiemag@pdx.edu. Subject line:
Curriculum Analysis and attach your paper as a Microsoft Word document (.doc or .docx).
CLASS SCHEDULE Cl 565 002
Date Activity
4/1
How is Curriculum Defined?
Syllabus
Sign In Sheet
Expectations of Curriculum of Self
Paper & Scoring Criteria
Curriculum Journey Posters
Spring 2010
Assignment Due at Beginning of Class
 Sign In Sheet: name, email, evening phone, school,
grade level/course teaching assignment
 Introduce yourself to the class by drawing your
journey to becoming a teacher (poster)
4/8
How is Curriculum Conceptualized?
Purposes, aims, goals of curriculum
 Small Group Presentations
 Expectations of Curriculum
Analysis-Select Topic.


What Curriculum History Have We
Lived? What Social Forces Have
Impacted Curriculum Development?
 Curriculum History Timeline
 History of Public Educ. Video
 Small Group Discussion
 Create ppt slide

4/15
Dr. Gayle Y. Thieman




4/1/2010
Read Parkay, Hass & Anctil ch 1
Write a one page reflection on question 4 on p. 47
(Critical Thinking)
Pay particular attention to Values in Curriculum
Planning (p.7) and articles in ch1. that explain
perennialism, essentialism, progressivism, and
reconstructionism.
Read Parkay, Hass & Anctil , ch. 2 pp. 49-62 and
one article from pp. 63-102 (selected in class 4/8)
Write a one page reflection on question 2, 3 or 4
(Critical Thinking) on p.p. 124-125.
Read “ Perspectives on Curriculum Criteria: Past
and Present” posted on class wiki
(http://www.gtpdx.wikispaces.com)
CURRICULUM OF THE SELF
4
What is the relationship between
Human Development & Curriculum?
 History of Public Education ppt
 Small Group Discussion &
Presentations

Do Learning Styles Matter for
Curriculum?
 Jigsaw Discussion of Articles pp.
196-246.
 Review Expectations of
Curriculum Critique Part II

5/6
What is the Nature of Knowledge and
its Relation to Curriculum?

5/13
How are Curriculum and Instruction
Related?
 Jigsaw Discussion of Articles in
ch. 6 & 7.
 Review Expectations for
Curriculum Paper, Part III
 Review Expectations for
Developmental Levels Group
Presentations & Scoring Guide

What Curriculum and Instruction is
Appropriate for Developmental
Levels?
 Work in small groups to prepare
your presentation

4/22
4/29
5/20
6/3
PSU






5/22
5/27

Group Presentations on Curricula for
Developmental Levels (45)
HIGH SCHOOL MIDDLE
SCHOOL
Group Presentations on Curricula for
Developmental Levels (45)
ECE ELEM
6/7
Dr. Gayle Y. Thieman



4/1/2010
Read Parkay, Hass & Anctil, ch. 3, pp. 127-131 and
one article (selected in class 4/15) from pp. 132-186.
Be prepared to share a highlight from the article you
read for the small group presentations.
DRAFT Part I Curriculum Analysis (save your
paper as a Microsoft Word document .doc or .docx
and email to thiemag@pdx.edu)
Read Parkay, Hass & Anctil, ch. 4, pp. 189-195 and
one article from pp. 196-246 (selected in class
4/22).
Write a one page reflection on question 1 (Critical
Thinking)
Be prepared to discuss the main ideas of the article
you read.
Revised part I and Draft Part II Curriculum Analysis
(save your paper as a Microsoft Word document
.doc or docx and email to thiemag@pdx.edu)
Read Parkay, Haas & Anctil ch. 6 pp. 310-324 and
ch. 7 pp. 357-367 and 408-411 and one article from
pp. 327-354 and 369-411 (selected in class 5/6).
Reflect on your teaching and analyze the degree to
which you incorporate curricular elements of
behavioral psychology, human development,
cognitive processes, and/or social interaction in your
teaching. How do you assess student learning?
Be prepared to discuss the main ideas of the article
you read from chapter 6 & 7
Read Parkay, ch 8, 9 or 10 and outside resources as
needed in preparation for your group’s presentation.
Bring a paper copy of Draft Part III to share and
discuss.
Revised Part I, II, and Draft Part III Curriculum
Analysis (save your paper as a Microsoft Word
document .doc or .docx and email to
thiemag@pdx.edu)
GROUP PRESENTATION on curricula for
developmental levels. Post handouts on class wiki
gtpdx.wikispaces.com
GROUP PRESENTATION on curricula for
developmental levels. Post handouts on class wiki
gtpdx.wikispaces.com Course Eval.
FINAL Curriculum Analysis DUE (Part I, II, III,IV
Bibliography) (save your paper as a Microsoft Word
document .doc or .docx and email to
thiemag@pdx.edu) by JUNE 7.
5