MISSISSIPPI STATE UNIVERSITY
COLLEGE OF EDUCATION
DEPARTMENT of CURRICULUM, INSTRUCTION, and SPECIAL
EDUCATION
COURSE SYLLABUS
Course Prefix & Number: EDS 8713
Course Title:
Curriculum Adjustments
Credit Hours:
3 semester hours
Type of Course:
Lecture
Catalogue Description:
Adjusting the school curriculum to meet individual pupil
differences.
College of Education Conceptual Framework:
The faculty in the College of Education at Mississippi
State University are committed to assuring the success of
students and graduates by providing superior learning
opportunities that are continually improved as society,
schools, and technology change. The organizing theme for
the conceptual framework for the College of Education at
Mississippi State University is educational professionals dedicated to continual improvement of all students’
educational experiences. The beliefs that guide program
development are as follows:
1. KNOWLEDGE - Educational professionals must have a
deep understanding of the organizing concepts, processes,
and attitudes that comprise their chosen disciplinary
knowledge base, the pedagogical knowledge base, and the pedagogical content
knowledge base. They must also know how to complement these knowledge bases with
the appropriate use of technology.
2. COLLABORATION - Educational professionals must continually seek opportunities
to work together, learn from one another, forge partnerships, and assume positions of
responsibility.
3. REFLECTION - Educational professionals must be willing to assess their own
strengths and weaknesses through reflection. They must also possess the skills, behaviors,
and attitudes necessary to learn, change, and grow as life-long learners.
4. PRACTICE - Educational professionals must have a rich repertoire of research-based
strategies for instruction, assessment, and the use of technologies. They must be able to
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focus that array of skills on promoting authentic learning by all students or clients, while
exhibiting an appreciation and commitment to the value and role of diversity.
Course Objectives:
The student will:
1. Develop a philosophy of and processes for curriculum evaluation and
adjustment as an ongoing process involving interaction of various resources.
CFPO 6; NBPTS # 3
2. Develop an informed perspective of the roles of the various persons in
curriculum adjustment--teachers, administrators, pupils, and lay persons.
CFPO 7, 9; NBPTS # 5
3. Develop approaches to overcoming obstacles to curriculum development.
CFPO 4, 5; NBPTS # 4
4. Describe and discuss such curriculum alternatives as the following and use
them as appropriate in a curriculum design:
CFPO 2, 4, 8, 10; 1; NBPTS # 1, 5
a. Large-group, small-group, individual interaction
b. Peer Learning Groups
c. Cooperative Learning
d. Writing as a Learning Process
e. Whole Language Instruction
f. Integrated Curriculum
g. Process Instruction
h. Discovery Learning
I. Language as Learning Process
j. Non-graded structure
k. Programmed learning
l. Creativity development
m. Outdoor education
n. Simulation
o. Community school
p. Flexible scheduling
q. Extended school year
r. Occupational education
s. Team teaching
t. Teacher assistants
u. Technology
Topics to Be Covered:
1.
What is the nature of curriculum?
a. Purposes
(1) Individual
(2) Societal
(3) Global
EDS 8713 Curriculum Adjustments – Spring 2014
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b.
c.
Elements
(1) Subject matter
(a) Structures
(b) Concepts
(C) Interrelationships among disciplines
(2) Students
(a) Needs
(b) Interests
(3) Teachers
(4) Learning resources
Structure
2.
What must be considered in curriculum adjustment?
a. Purposes
(1) Individual
(2) Societal
(3) Global
b. Elements
(1) Subject matter
(a) Structures
(b) Concepts
(C) Interrelationships among disciplines
3.
What processes might be used to adjust curriculum?
a. Classroom Research as diagnostic and decision making process
b. Evaluation
(1) Purposes
(2) Types
(a) Program
(b) Provisions
(c) Procedures
(d) Collaboration
4.
Specific curriculum adjustments (topics may vary, but are selected from the
following)
a. Large-group, small-group, individual interaction
b. Peer Learning Groups
c. Cooperative Learning
d. Writing as a Learning Process
e. Whole Language Instruction
f. Integrated Curriculum
g. Process Instruction
h. Discovery Learning
i. Language as Learning Process
j. Non-graded structure
k. Programmed learning
EDS 8713 Curriculum Adjustments – Spring 2014
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l.
m.
n.
o.
p.
q.
r.
s.
t.
u.
Creativity development
Outdoor education
Simulation
Community school
Flexible scheduling
Extended school year
Occupational education
Team teaching
Teacher assistants
Technology
Required Text:
Ornstein, A., Pajak, E., Ornstein, S. (2011). Contemporary Issues in Curriculum.
Pearson.
American Psychological Association (most recent). Publication manual of the American
Psychological Association (latest ed.). Washington, DC
Numerous readings from current literature on curriculum, including journals and other
publications of organizations such as the Association for Supervision and Curriculum
Development, the National Council of Teachers of English, the National Council of
Teachers of Mathematics, the National Science Teachers Association, The National
Council for the Social Studies, and Phi Delta Kappa
Methods of Instruction:
1.
Modeling. Sharing will be a high priority in all instructional activities that
occur in the course. Instruction will also model appropriate uses of technology
to adjust curricula for individual needs.
2.
Climate Building. Community building activities will establish a positive
interactive climate.
3.
Teacher as Learner. An important model in this course will be teacher as
learner. In all classes the teacher learns with and from students as well as
teaching the students. Every person in the room should improve writing and
understanding of writing-to-learn strategies, and other communication skills,
during the semester.
4.
Collaborative Learning. Frequently students and teacher will collaborate on
idea generation and on concept understanding, on drafting and revising because
interaction promotes ideas and thinking and builds confidence in students.
Always the instructor will be a collaborator.
EDS 8713 Curriculum Adjustments – Spring 2014
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5.
Reflective Teaching. Reflection on the instructional processes for use in their
own classes, particularly reflecting on possibilities for specific subjects.
6.
Response to Learning. Because response is integral to effective teaching, the
class will regularly provide opportunity for students to seek and give response
on their idea, for revision of ideas, structure, and correctness. The teacher will
give response also and will teach students to respond and to evaluate their own
ideas.
7.
Discussion. Much group discussion (both large-group and small-group) of
concepts will be used to promote learning.
Suggested Student Activities:
1.
2.
3.
4.
Read numerous articles specific to individual research areas. (all course
objectives)
Conduct classroom research as a basis for curriculum revision. (all course
objectives)
Share instructional ideas with the education community by submitting articles
for publication. (all course objectives)
Share research ideas in class by way of discussion. (all course objectives)
Mississippi State University Honor Code:
“As a Mississippi State University student I will conduct myself with honor and
integrity at all times. I will not lie, cheat, or steal, nor will I accept the actions of those
who do.”
Technology:
Technology will be used in both the delivery of the course content and through course
requirements completed by students. Delivery of course content will use PowerPoint
presentations, materials on the Internet and myCourses. All course assignments will be
completed using appropriate software.
Diversity:
Student will examine materials for appropriateness to use with diverse learners.
Disabilities:
In accordance with section 504 of the 1973 Rehabilitation Act and the Americans with
Disabilities Act, Mississippi State University reasonably accommodates students who
demonstrate, through appropriate documentation, a qualified disability. The department
of Student Support Services (SSS) is the designated unit on campus where students with
disabilities identify themselves when requesting academic accommodations. For
EDS 8713 Curriculum Adjustments – Spring 2014
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additional information, contact SSS at 325-3335, or visit the SSS website or office for
more information.
Field Component:
There is no field component in this course.
Grading Scale:
A = 90 – 100%
B = 80 – 89%
C = 70 – 79%
D = 60 – 69%
F = < 60%
Bibliography:
Allison, C. B. (1995). Past and present: Essays for teachers in the history of education.
New York: Peter Lang.
American Psychological Association. (2001). Publication manual of the American
Psychological Association (5th ed.). Washington, DC
Anderson, G. L., Herr, K., & Nihlen, A. S. (1994). Studying your own school: An
educator’s guide to qualitative practitioner research. Thousand Oaks, CA: Corwin
Press.
Archer, N., & Bryant, P. (2001). Investigating the role of context in learning to read: A
direct test of Goodman’s model. British Journal of Psychology, 92(4), 579-582.
Behnamin, J. (2000). The scholarship of teaching in teams: What does it look like in
practice? Higher Education Research & Development, 19(2).
Bennett, F. (2002). The future of computer technology in K-12 education. Phi Delta
Kappan, 83(8), 621-625.
Beyer, L. E., & Apple, M. W. (1988). The curriculum: Problems, politics, and
possibilities. Albany, NY: State University of New York Press.
Bruner, D. D. (1994). Inquiry and reflection: Framing narrative practice in education.
Albany, NY: SUNY Press.
Bullough, R. V., Jr., & Gitlin, A. (1995) Becoming a student of teaching: Methodologies
for exploring self and school context. New York: Garland.
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Clark, K. B. (1988). America’s shame, America’s hope: Twelve million youth at risk.
Chapel Hill, NC: MDC, Inc.
Dultz, R. (1994). Educating the entire person. Reseda, CA: Ron Dultz Publishing.
Fisher, D. (2001). Cross age tutoring: Alternatives to the reading resources room for
struggling adolescent readers. Journal of Instructional Psychology, 28(4), 234-241.
Gregory, T. B., & Smith, G. R. (1987). High schools as communities: The small school
reconsidered. Bloomington, IN: Phi Delta Kappa Educational Foundation.
Harvey, C., & Reid, S. (2001). Challenge: How can a faculty of education model
integrated curriculum for grades seven to twelve? Education, 121(3), 604-610.
Kane, P. R. (Ed.) (1992) The first year of teaching: Real world stories from America’s
teachers. New York: Mentor.
Kietstead, F. D., & Wagner, Jr., P. A. (1993). The ethical, legal, and multicultural
foundations of teaching. Madison, WS: Brown & Benchmark.
Marsh, C. J., & Willis, G. (1999). Curriculum: Alternative approaches, ongoing issues.
Upper Saddle River, NJ: Merrill.
Mawhinney, T. S. (2000). Who’s teaching whom? Building a culture of learning in your
school. NASSP Bulletin, 84(617), 74-80.
Onwuegbuzie, A. J. (2001). Relationship between orientation and achievement in
cooperative learning-based research. Journal of Educational Research, 94(3), 164171.
Ornstein, A. C., & Hunkins, F. P. (1998). Curriculum: Foundations, principles, and
issues. Boston: Allyn and Bacon.
Orozco, L. (1998). Perspectives: Educating diverse populations. Boulder, CO:
Coursewise Publishing.
Passe, J. (1995). Elementary school curriculum. Madison, WS: Brown & Benchmanrk.
Pinar, W. F. (1998). Curriculum: Toward new identities. New York: Garland Publishing,
Inc.
Posner, G. J., & Rudnitsky, A. N. (2001). Course design: A guide to curriculum
development for teachers. New York: Longman.
Reitman, S. W. (1992). The education messiah complex. Sacramento, CA: Caddo Gap.
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Schubert, W. H., & Ayers, W. C. (Eds.) (1992). Teacher lore; Learning from our own
experiences. New York: Longman.
Strahan, D. (2001). Middle school reform through data and dialogue. Educational
Review, 25(1), 71-99.
Sowell, E. J. (2000). Curriculum: An integrative introduction. Upper Saddle River, NJ:
Merrill.
Tanner, D., & Tanner, L. (1995). Curriculum development: theory into practice.
Englewood Cliffs, NJ: Merrill.
Watras, J. (2002). The foundations of educational curriculum and diversity: 1565 to the
present. Boston: Allyn and Bacon.
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