EDCI 580: Foundations of Curriculum
Fall 2010
Purdue University
Department of Curriculum and Instruction
Course Syllabus
Nadine Dolby
Classroom: Recitation 226
Time: Monday 4:30-7:20
Office: BRNG 4146 Phone number: 496-2863
Office Hours: Monday 3-4 by sign-up or drop-in, other times by appointment
E-mail: ndolby@purdue.edu
Student with disabilities: Students with disabilities must be registered with Adaptive Programs
in the Office of the Dean of Students before classroom accommodations can be provided. If you
are eligible for academic accommodation because you have a documented disability that will
impact your work in this class, please schedule an appointment with your instructor as soon as
possible to discuss your needs.
Course Description
The field of curriculum addresses some of the most vital questions in American education today:
what should schools teach; whose knowledge is of most value; how should knowledge be
organized and prioritized; can schools change society; and should the curriculum be standardized
for all students, or differentiated? In this course, we will examine these questions through reading
essays amd books that explore these issues in different historical moments, in various contexts,
and from competing philosophical perspectives. Both as a class and in individual and/or group
projects, we will apply these perspectives to contemporary issues in schools and other educational
settings.
Required Books (Available at Von's Bookstore)
Flinders, D. and S. Thornton (Eds.) (2009).The Curriculum Studies Reader. Third Edition. New
York: Routledge.
Kliebard, H. (2004). The Struggle for the American Curriculum, 1893-1958. Third Edition. New
York: Routledge.
Other Readings
To be posted on course Blackboard site
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Course Objectives
1. To understand the meaning of curriculum and its relation to the function of schooling in
society.
2. To understand the relationship between current curricular practices and those of the past.
3. To develop awareness of the issues which are central to contemporary discourses of
curriculum theory.
4. To describe, discuss, and analyze major trends and issues in curriculum theory.
5. To increase knowledge of conflicting positions and philosophies in the field of
curriculum.
6. To be aware of the various issues and controversies that exist within the field.
7. To develop skills of critical thinking and reflection that will enable educators (and others)
to contribute to meeting the needs of students in a changing society.
Weekly Syllabus
August 23: Introduction
August 30: Historical Perspectives on the Curriculum: The Committee of 10
Read: Kleibard (chapter 1)
Write: Blackboard posting
In-class: discussion of book club, time to form groups and begin to locate books
September 13: Historical Perspectives on the Curriculum: Scientific Method in Curriculum
Read: Bobbitt (CS reader); Kleibard (chapter 4)
Write: Blackboard posting
In-class: Education in the News, discussion of action project
September 20: Historical Perspectives on the Curriculum: Dewey, Montessori, and
the Child-Centered Curriculum
Read: Kliebard (chapter 3); Montessori, Dewey (CS reader)
Write: Blackboard posting
In-class: Education in the News, time to finalize book club selection
Due: Project Proposal for Action Project
September 27: Historical Perspectives: The Curriculum and Social Justice
Read: Kliebard (chapter 7), Counts (CS reader)
Write: Blackboard posting
In-class: Education in the News
October 4: Ferment in the 50s: The Tyler Rationale and Beyond
Read: Kliebard (chapter 11); Tyler and Bruner (CS reader)
Write: Blackboard posting
In-class: Education in the News, book club 1
October 18: Objectives and the Curriculum
Read: Popham, Eisner (10), and Jackson (CS reader)
Write: Blackboard posting
In-class: Education in the News, book club 2
Due: Reflections on Curriculum (1)
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October 25: Democracy, Achievement, and the Curriculum
Read: Adler, Noddings(CS reader), Hirsch, Lack, Holt (Blackboard site). Review
websites: KIPP and Core Knowledge (linked on Blackboard site)
Optional: Whitman (an entire book, if you do look at it, chapters 2 and 6 are most
relevant to the discussion).
Write: Blackboard posting
In-class: Education in the News, book club 3
November 1: Reconceptualizing the Curriculum
Read: Pinar, Greene, and Doll (CS reader)
Write: Blackboard posting
In-class: Education in the News, book club 4
November 8: Critical Perspectives on the Curriculum
Read: Apple (on Blackboard site), Freire (CS reader)
Write: Blackboard posting
In-class: Education in the News, book club 5
Due: Action Project Update
November 15: Class and the Curriculum
Read: Anyon, Sadovnik, Berliner (on Blackboard site).
Write: Blackboard posting
In-class: Education in the News, book club 6
November 22: Race and the Curriculum
Read: Watkins and McCarthy (Blackboard site); Sleeter and Stillman, Valenzuela, Chan
(CS reader)
Write: Blackboard posting
In-class: Education in the News, time in class to prepare book club presentations
November 29: Gender, Sexuality and the Curriculum
Read: Apple, How Schools Shortchange Girls, Thornton, Silin (CS reader)
Write: Blackboard posting
In-class: Education in the News, book club presentations
December 6:
Read: N/A
Write: N/A
In-class: Action Project Poster Fair
.
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Course Policies
 Attendance: You are required to attend each class and complete all assignments by the due
date. One excused absence is allowed. If you anticipate being absent more than once, you should
enroll in this course another semester. This class is dependent on class participation, and you
must be here regularly to benefit intellectually, and to fulfill course requirements
 Please turn off cell phones before entering the class (unless you are a parent, or have other
family obligations—in this case, please put the cell phone on vibrate and take calls outside of the
class)
 Late papers will not be graded and returned until the end of the semester. If you want
comments and a timely grade, submit the paper on time. I will not provide comments on late
papers. Final papers and projects must be submitted on time.
 Students are expected to arrive on-time for every class. Chronic lateness will result in the loss
of points from the participation grade. If work, family, or other obligations interfere with your
ability to be in class on-time, then you should enroll in this course another semester.
 To minimize disruption to others and to class, please eat only during the breaks. If class
members are interested, we will set up a food/snack rotation during the first class.
 It is an expectation of this class that you participate fully and respectfully at all times. If you
have not done the reading for class, it is NOT appropriate to try to skim and catch up during a
presentation, a video, or during discussion. It is not appropriate to read the newspaper during
class, to do your own grading or work, or to otherwise engage in activities that are distracting and
disrespectful. It is expected that you will give your full attention to the class activity and your
colleagues.
 Campus emergency policy: In the event of a major campus emergency, course requirements,
deadlines and grading percentages are subject to changes that may be necessitated by a revised
semester calendar or other circumstances. Here are ways to get information about changes in this
course: Blackboard web page and my email address:
 Academic Honesty: The instructor of this course expects and will enforce a strict policy of
academic honestly. Students who engage in plagiarism (from books, articles, the Internet, other
students, etc.) or other forms of academic dishonesty will receive a failing grade in this course.
 Reading schedule will be adjusted as necessary to accommodate guest speakers and other
syllabus changes. Thus, the schedule listed below is flexible.
 Assignments and due dates may be adjusted to fit the interests and needs of students, as
appropriate
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Summary of Assignments
Assignment
Participation
Education in the News
Reflections on Curriculum (1)
Book Club
Action Project
Reflections on Curriculum (2)
Blackboard Postings
Total
Points
200
50
100
100
200
150
200
1000
Due Date
Semester
Semester
October 18
Semester
Semester, and final class
TBA
Semester
Grading
Your final grade is determined the distribution chart shown below:
D+ D
DA+
A
AB+ B
BC+ C
CF
970- 940- 900- 870- 840- 800- 770- 740- 700- 670- 640- 600- 01000 969 939 899 869 839 799 769 739 699 669 639 599
Guidelines for Submitting Written Work
Papers must be:
 submitted hard copy. No electronic submissions will be accepted.
 Typed
 Double spaced
 12 pt. font, Times New Roman
 ¾ inch to 1 inch margins (nothing bigger or smaller)
 pages numbered
 stapled in upper left hand corner
 No excessive information on the first page, or excessive spacing around the title. All I need is
your name and the title of the assignment from the syllabus.
 name on first page of paper-do not submit a cover page

done completely: a 3-4 page paper means AT LEAST three full pages: no excessive spacing
or gaps between paragraphs. One page should equal approximately 225-250 words. You are
welcome to add visual, graphics, links to websites you have developed, etc., but these must
be in ADDITION to the minimum written requirements.
 Checked for spelling and grammatical errors. Do not submit a paper without doing this.
 Bibliographies do not count towards the page total
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Assignment Descriptions
Participation
This grade is not based on simple attendance; it is based on active participation each week. There
will be discussions, both small group and full class, that focus on course texts, articles, and
presentations. The expectation is that participants will be thoroughly prepared for class, i.e. will
read all material, will thoughtfully participate in class, and will assume periodic responsibility for
leadership of discussions. Participants will discuss readings in small and large groups. Full points
are given only for active participation. If class participants are concerned about their participation
grade, they are encouraged to contact the course instructor. Students who are not adequately
participating (e.g, maintaining at least a B average in participation) will be asked to meet with the
instructor at the midterm.
Student participation will be evaluated using the following scale:
Desirable:
180-200= Frequent participation with outstanding comments, ideas, and questions that promote
discussion and interactions. Student is well integrated into class discussion, and engaged on an
ongoing basis in the conversation. Student is well prepared, and clearly has done the assigned
readings.
Acceptable:
140-179 = Regular participation with relevant comments, ideas, and questions that pertain to class
topics. Student is somewhat integrated in class discussion, though participates less frequently,
and/or shows signs of occasionally not completing the assigned readings.
Unacceptable:
Under 140: Occasional participation with comments usually relevant to class discussion. Student
is not well integrated into class discussion, and shows signs of not having done the reading.
Book Club
Discussion leader (50 points), and final presentation (50 points).
The book club is a group of 4-5 students who will meet six times during the semester to discuss a
book chosen by the group (guidelines will be discussed orally in class).
The weeks that you are leader, you are responsible for writing FIVE discussion questions to focus
the group. These should be "big issue" questions—questions for analysis and discussion, not
factual questions. You should limit questions that lead to yes/no answers, or ones that simply ask
for an opinion (what do you think about x?). The questions should be of sufficient depth to
prompt meaningful discussion that is not dichotomous, but explores the issues with complexity.
You are to lead the discussion based on your questions, and then to write a 1-2 page summary of
your group's discussion, which is due to me the class meeting AFTER the discussion (late book
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club submissions will be treated as late papers). Attach a list of your questions to the summary.
Do not feel that you must discuss each of your questions during book club time—sometimes one
question is enough to provide for 30 minutes of discussion, sometimes you will have time to
discuss all five questions. And certainly your classmates are also expected to contribute their
ideas, including their questions.
The last week of class, each group will do a short (15-20 minute maximum) presentation based on
its discussion of the book. Whatever you do, it must be SHORT so we have time for all groups,
involve all group members and the class (be interactive) and be engaging and interesting—no
boring presentations or reading please! You will have some time to work on your presentation in
class, but you may need to also use the Blackboard work site and/or e-mail to finalize your
presentation..
Grades on the presentation (50 points) will be individual, NOT group. If it is apparent that one
group member has done significant work, s/he will be graded accordingly. Likewise, if it apparent
that a group member has not done work, s/he will be graded accordingly
Education in the News
Throughout Semester. 50 pts.
Each week, 2-3 members of class will take responsibility for a 15-20 minute presentation of a
recent educational issue in the news. You must bring to class a copy of an article from a
reputable and professional news organization about an educational issue. Suggestions include:
The Chicago Tribune, The Washington Post, The Indianapolis Star, The New York Times, Time,
Newsweek, Education Week and Teacher Magazine. Articles from CNN.com are generally not
acceptable, as they are too short and lack depth and analysis. Make sure that the article you
choose is NOT a short filler item, or from a wire service. You need an article with substance and
depth, and that deals with an important issue in order to do this assignment well. You should
explain the issue to the class in a clear manner, outline the major policies, decisions, curriculum
issues, etc. that are at stake, and provide your analysis of the issue. In some cases, it may be
necessary to do additional background research to be able to do the presentation. You are
encouraged to be creative in your presentation. After your short presentation, you will answer
questions from your classmates. Remember, this is a SHORT presentation—15-20 minutes
including some class discussion. Please do not do a powerpoint. Just focus on leading us in an
engaging discussion.
Suggested topics for Education in the News:
tracking; school choice; vouchers; standardized testing; multicultural education; home schooling
parents and schools; courts and schools; bilingual education; teachers' unions; charter schools
violence in schools; should there be compulsory education laws; learning on the internet; public
funding of private schools; religion in the schools; parents’ rights in schools; teachers’ right;
students’ rights (locker searches, etc.) ; issues in teacher education and certification; alternative
certification programs; Should you have to graduate from a teacher ed program to be a teacher?;
eubonics and "standard" English in schools; gay and lesbian issues in schools; the
commercialization of schooling (corporate culture/sponsorship in schools); the Digital Divide
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Grading Criteria

Content


Facilitation

Insightful analysis of key points
Use of significant excerpts from the reading
Selection of thought provoking questions
Demonstration of facilitation skills
25 points
25 points
Action Project
200 points (throughout semester)
One of the major themes and objectives of this course is to explore the relationships among
curriculum, schools, and society. In order to learn about these ideas within the context of
contemporary schooling concerns, you will be involved in an Action Project for the duration of
the semester. You can do this project alone, or in a group of up to three people. In this project,
you will 1.) identify a current issue or concern in education/curriculum at the national, state, or
local level; 2.) do research to understand this issue, and 3.) take two actions as a CITIZEN (not in
your professional role) to do something about this issue/concern related to curriculum and
education. The issue can be big (policies at the Institute for Education Sciences, and the
consequences for schooling and curriculum) or small (funding cuts that impact arts education in
your school). One action MUST be written with documentation (e.g, a letter to a local newspaper
or a website). The other can be oral (e.g., speaking at a school board meeting, but you must
provide a summary of your action, and some type of documentation that it happened).
If you do the project alone, you will take two actions. If you do the project in a group of two or
three, then the actions must be sufficiently complex to merit credit. So, while one person might
speak at a school board meeting, if you are a in a group of 2-3, I would expect substantially more
involvement. I will give you feedback on your proposed actions early in the semester.
You should keep a journal throughout the semester (handwritten is fine, as long as it is neat) that
records what you did, and the time, place, and duration of the activity. This will provide some
documentation for your actions.
Possible actions: write a letter to the editor of a local newspaper, a senator, representative, or
other elected official expressing your views (keep copies of the letter, the letter appearing in print,
and any responses); organize a petition drive or peaceful public gathering to raise awareness
about your issue; speak at a school board meeting; organize an information session on your topic
for parents, tax payers and/or students ; give a talk to a high school or college class about your
topic (not our class); design a website that educates your community about the issue; get involved
in a local/state or national organization that is addressing your issue and take concrete actions
through the work of this organization; meet with a school principal or other official and offer to
be involved in a local/school organization working on your issue. All actions must be legal,
respectful, appropriate, and well-informed. If you have any question about your action, you
should consult with me immediately.
The steps you need to take:
September 20: Project Proposal: Submit a one page summary of the issue that concerns you, why
it concerns you, and what you hope to learn from this project. If you have proposed actions in
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mind, please submit these also. This is particularly important if you are working in a group, so
that I can assess the appropriateness and complexity of your actions.
Then, begin research on your approved topic (using the above mentioned websites) and begin to
take action. Consult with me if you experience any difficulties or problems.
November 1: Submit an update which summarizes what you have done to date, your research,
your action(s), and any difficulties you have encountered. To stay on track to finish this project in
time, it is strongly suggested that you complete one action by this time, and have a clear idea and
timeline for the second one.
December 6: On the last day of our class, we will have a class poster fair. For this, you should
put together a summary of your issue and your actions on a posterboard to display and explain to
the rest of the class. You will also pass in to me a portfolio which includes the following: 1.) copy
of your proposal (from September 20); copy of your update (from November 1); 3.) copy of your
written action (letter, etc.) and documentation (response from a senator’s office, clipping from a
local paper); 4.) documentation/discussion of your oral action (e.g, if you gave a talk to a high
school class, you might ask them to fill out a form summarizing their responses) 5.) a copy of
your journal; and 6.) a 1-2 page reflection on what you learned from this project. Collate
everything neatly in a binder or folder, or staple or clip together. Loose pages will not be
accepted. If you want me to return your project with comments provide a stamped, self-addressed
envelope. Make sure you include adequate postage.
Reflection Paper 1
October 18
100 points
For the midterm, you will write a short (3-5 pages, exclusive of references) paper in which you
discuss your own understanding of curriculum, and how they have been shaped by the course thus
far. You should draw on course readings, class discussions, your Blackboard postings (and others
as appropriate) to write the paper. All work and ideas that are not your own MUST be properly
referenced (that includes classmates' comments and Blackboard postings, as well as course
readings).
Reflection Paper 2
DATE TBA
150 points
For the final paper, you will revisit your first reflection, and now write a more comprehensive
essay in which you use all of the material from the course to reflect on your understandings of
curriculum. These materials include (as before), readings, class discussions, and Blackboard
postings. They also include your book club meetings and the book you read, your action project,
and any other work you have completed for the course.
When you submit your second reflection: please also submit a copy of your first reflection, so I
can see how your ideas have changed since the middle of the course.
It is acceptable for the paper to include roughly 25-33% of the paper from your midterm paper. In
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other words, if there are important early insights in that paper, you are welcome to use them again
(though you may want to rethink/reanalyze your earlier positions). However, at least 66% (2/3) of
the paper must be new writing.
The final paper should be 5-7 pages (exclusive of references).
Blackboard Postings
There are three different types of Blackboard postings that you will be used in this course. Each
week, I will announce in class (and post on the Blackboard site), the type of posting you need to
do for the following week.
Postings are due Sunday night at 7 p.m. (Lafayette time, wherever you are in the world). Postings
are due whether you plan to be in class on Monday or not. Postings time-stamped after 7:05 will
be considered late, unless there are problems with the Blackboard site that are preventing you
from postings.
Postings should be 100-150 words in length. You need to READ all postings before coming to
class on Monday. You should print out the postings each week and bring them with you so we
can use them in class (or have your computer with you so you can access them during class).
Spelling and grammar are an important part of communication, and are central components of
your Blackboard grade.
 Ah-ha Moment
In this posting, you are asked to share and discuss an “Ah-ha” moment that you had while
either doing the reading and/or the assignment for that week. An “Ah’ha” moment is
when something you have been reading or thinking about makes sense with a new clarity.
Share with us your “Ah-ha” insight, and then discuss what this new insight means for
you.
 Bumper Sticker
If you had to sum up your thoughts on the knowledge you have gained what would it be?
How would it be stated on a bumper sticker? Your posting should be a bumper sticker,
and then a discussion of the ideas behind that bumper sticker.
 Reflections on….
For your postings during a few weeks of this course, you are asked to reflect on the
readings or a particular assignment.
For reading reflections: you should summarize the main insights you gained from the
readings. Do not just summarize the readings! We have read them. What we want to
know is what YOU think about them
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Some Journals to Read Regularly if You are Interested in this Field (not an exhaustive list):
Curriculum Inquiry
Journal of Curriculum Studies
Journal of Curriculum Theorizing
British Journal of Sociology of Education
Harvard Educational Review
Educational Researcher
American Educational Research Journal
Review of Educational Research
Teachers College Record
Curriculum Studies Journal
American Journal of Education
The field of curriculum is quite broad, and overlaps with many other areas of education. Thus if
you have specific interests in particular aspects of curriculum, please let me know and I will
suggest other journals to add to your regular reading list.
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