EDU 685 WEEK 2

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• EDU 685 - WEEK 2
• HISTORICAL AND PHILOSOPHICAL
• FOUNDATIONS
• OF CURRICULUM

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VIEWING CURRICULUM Administrator
Preplanned, written subject matter content that
the school should teach
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• VIEWING CURRICULUM Classroom Teacher
  Statement of what the teacher is required to
  teach

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• VIEWING CURRICULUM Student What
  must be learned in order to please the teacher

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• VIEWING CURRICULUM
• Literate adults
• What is taught
• How it is taught
• Materials for teachers
• Materials for students
• Students experiences in school and out

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VIEWING CURRICULUM Other people
Accumulated tradition of organized knowledge
found in school and college subjects.
Modes of thinking and inquiring about the
phenomena of our world. Something
pervasive and enduring The collected
experience of the race
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CURRICULUM Planned Content that
is organized into subjects or fields of study
Unplanned Experiences or
engagements through which students learn out of
curiosity, through interaction with peers, in
attempts to learn the system, etc.
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• DEFINITION OF CURRICULUM
• the formal and informal content and
  process by which learners
• gain knowledge and understanding, develop
  skills, and alter attitudes,
• appreciations, and values under the auspices
  of that school.
• Source Doll, Ronald C. (1996). Curriculum
  Improvement, p.15

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• USES OF THIS DEFINITION
• Curriculum that is formally planned and
  observable can be evaluated
• and improved
• Example
• Reading instruction
• Laboratory activities

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• Uses, continued...
• Constructive, informal aspects of curriculum
  can be modified,
• reinforced, and supported.
• Examples
• Tolerance for others
• Resisting negative peer pressure

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• Uses, continued...
• Harmful (hidden or unstudied) aspects of
  curriculum sometimes
• cannot be dealt with directly
• Examples
• Childrens fear for their safety
  in school
• Childrens feelings of isolation
  due to labels, ethnicity, cultural differences

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• ONE POSITION
• Curriculum
• The what to be taught
• The body of subject matter content
• Instruction
• The how it is to be taught
• Organized plans for teaching the
  content

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• THE UNDERPINNINGS 1607 - 1733
• New England colonies
• Church-state education
• Educated people in the faith, reading,
  and interpreting the Bible
• Middle colonies
• Educated people in religion and
  fundamentals of literacy
• Southern colonies
• Educated primarily boys

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• MID 1700s
• Commerce and trade increased
• Pioneer life began
• Urban growth flourished
• Religion became less powerful
• District schools were established
• Natural science and foreign language were
  added to the curriculum

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• MID 1800s
• Political consciousness was high
• Education included love of country and
  perpetuation of its ideals
• People of a democracy were seen as having a
  right to education
• Girls were admitted to schooling much more
  freely
• Public high schools began

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• CURRICULUM MOVEMENTS 1860 - 1995
• To establish, organize, and reorganize
  schools and school programs
• 1860-1890
• Free public schools were being created
• Population was growing
• High schools were organized
• First kindergarten in St. Louis

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• Movements, continued...
• 1890 - 1920
• Committee of Ten on Secondary School
  Studies issued report on programs of study
• Committee of Fifteen on Elementary
  Education issued report on subject matter
• First junior high schools were created
• Seven Cardinal Principles of Secondary
  Education were published

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• Movements, continued...
• 1920 - 1970
• Individualized instruction was
  introduced
• Nongrading was introduced
• Comprehensive high schools were
  organized
• Desegregation movement caused changes
  in school populations

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• Movements, continued...
• 1970 - 1985
• Early childhood education began
• New subject matter was introduced
• Mainstreaming ended isolation of
  certain students

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• Movements, continued...
• 1985 - 1995
• Baby boomers increased school
  populations
• Business and industry contributed to
  education
• Total Quality (TQM) used in schools
• Restructuring included school to work
  transition

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• Movements, continued...
• To open, augment, and broaden the curriculum
  
• 1860 - 1890
• Programs in oral language and mental
  arithmetic augmented the curriculum
• High school subjects were broadened
• Remedial instruction was provided

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• Movements, continued...
• 1890 - 1920
• Committee on College Entrance
  Requirements was issued a report that marked the
  beginning of the unit system
• One-room elementary school decreased
• Larger schools with more curriculum
  offerings increased

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• Movements, continued...
• 1920 - 1970
• The Eight Year Study investigated the
  influence of colleges on high schools
• Life-adjustment education was
  introduced
• The Progressive Education movement
  began to flourish

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• ovements, continued...
• 1970 - 1985
• Underprivileged and minority children
  began to receive attention
• Open schooling received temporary
  popularity
• Early childhood education was thought
  to facilitate later learning

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• Movements, continued...
• 1985 - 1995
• Practice in writing increased
• Authentic learning was coined
• Values and character education
  flourished
• Computers and other technical devises
  were used to augment curriculum

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• Movements, continued...
• To reduce, contract, concentrate, and
  tighten the curriculum
• 1860 - 1890
• Expenditures for education were limited
  
• Buildings and facilities were sparse
• Curriculum offerings were few

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• Movements, continued...
• 1890 - 1920
• Lack of funds eroded support for
  elementary and secondary education
• High schools included only ninth and
  tenth grades
• Routine elementary education was the
  norm

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• Movements, continued...
• 1920 - 1970
• Bleak budgets limited use of plans for
  improving teaching and learning
• Birth rate changes affected schools
• The US was negatively compared to other
  countries in math and science

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• Movements, continued...
• 1970 - 1985
• Curriculum improvement was discouraged
• Competency-based testing
• Test-based instructional
  management
• Ultraconservative thinkers and
  authors
• There was a return to the basic
• The fine arts lost support

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• Movements, continued...
• 1985 - 1995
• Tests became the curriculum
• Standards gained attention
• American 2000 limited curriculum

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• Movements, continued...
• To focus on children and youth as learners,
  and on the ways they
• learn
• 1860 - 1890
• Function of schools was to offer a
  standard curriculum to be learned without
  modification or variation

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• Movements, continued...
• 1890 - 1920
• John Dewey founded Laboratory School
• Committee on Economy of Time in
  Education advocated child centeredness in
  learning
• Studies of learning had little
  influence on practice

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• Movements, continued...
• 1920 - 1970
• Gifted education received attention
• Psychologists and social workers were
  employed
• Childrens needs and preferences were
  noted
• Pupil-evaluation instruments were
  developed

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• Movements, continued...
• 1970 - 1085
• Information on child growth and
  development increased
• Psychomotor and affective education
  received attention
• Discipline in homes loosed, causing
  effects in schools

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• Movements, continued...
• 1985 - 1995
• Teamwork between and among teachers and
  students became more evident
• Competition among pupils increased
• Alternatives tracking were sought
• Developmentally appropriate and
  empowerment were introduced into education
  vocabulary

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• Movements, continued...
• To focus on the problems and requirements of
  society and the culture
• 1860 - 1890
• Fundamentals of learning were
  highlighted
• Public school purposes were limited

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• Movements, continued...
• 1890 - 1920
• World War I led to job analysis and
  career studies
• Vocational and industrial education was
  under way

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• Movements, continued...
• 1920 - 1970
• Efforts were made to connect curriculum
  to the real world
• Little money was spent on curriculum
• Sputnik influenced curriculum content
• Curriculum improvement was synonymous
  with adding facilities and materials and altering
  organizational plans
• Businesses augmented curriculum
  materials

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• Movements, continued...
• 1970 - 1985
• Low college entrance scores and low
  achievement scores in K-12 led to finger pointing
  toward the curriculum
• and teachers
• Politicians became vocal about
  deficiencies in schooling
• Curriculum was imposed from the outside
  
• Curriculum, tests to measure, and
  materials and methods became a major goal

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• Movements, continued...
• 1985 - 1995
• Site-based management and parent
  involvement received attention
• National testing and national
  curriculum were debated
• Outcomes Based Education led to
  culture wars over whose values would be taught
• Diversity became an issue in staff
  development

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• Movements, continued...
• To focus on subject matter and pupils
  success in learning it
• 1860 - 1890
• Subject matter was traditional
• Evaluation of educational achievement
  was virtually unknown

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• Movements, continued...
• 1890 - 1920
• Intellectual ability and achievement
  measurement were studied
• New subjects were introduced slowly

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• Movements, continued...
• 1920 - 1970
• Testing and measurement received
  attention
• Amount of subject matter outgrew
  teachers abilities to cover the books
• Multicultural education became a
  program element
• Teaching of hard subjects became more
  rigorous

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• Movements, continued...
• 1970 - 1985
• Schools were called upon to cure
  societys ills
• U.S. schools were compared unfavorable
  to schools in other nations
• Thinking skills and more subject matter
  content were promoted
• Basic skills were emphasized to the
  detriment of decision-making

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• Movements, continued...
• 1980 - 1995
• Integration of curriculum was attempted
  
• Theory of multiple intelligences shed
  new light on ability of people to learn
• Pupil failure was tied to failure to be
  accountable, responsible, and diligent.

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• TRENDS IN CURRICULUM EVOLUTION
• Ideas have often been developed in private
  schools and then adopted
• by public schools
• Schools and school systems everywhere have
  frankly copied plans,
• procedures, and curriculum content from
  other schools and school
• systems.

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• Trends, continued...
• New institutions such as the early academy,
  the junior high school,
• and the more recent middle school, have been
  established to satisfy
• unmet needs. Alternative schools have
  increased in number and
• changed in nature as new alternatives have
  been sought

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• Trends, continued...
• Educational principles, such as that of
  schooling for everyone, have
• been adopted in substance and modified in
  detail whenever they have
• struck a popular chord. The goal of
  educating all the children of all
• the people has been looking at critically
  from time to time.

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• Trends, continued...
• Experimentation has occurred, but it has
  usually been informal and
• its results have remained largely untested.
• National committees have determined general
  objectives, policies, and
• programs.

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• Trends, continued...
• Psychological and social theories and
  revelations have turned the
• efforts of curriculum planners in new
  directions.
• U.S. educators have been susceptible to the
  use of plans, some of them
• delusive, for making the difficulty
  processes of teaching and learning
• easier

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• Trends, continued...
• Important educational ideas that have been
  based ion the soundest
• evidence have been adopted very slowly by
  practitioners.
• Parents have become involved in schools in
  increasingly varied ways.

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• Trends, continued...
• The schools, as instruments of U.S. society,
  have been subjected to
• numerous public pressures, the nature of
  which tends to change from
• generation to generation, depending in part
  on the interests and
• concerns of individual groups within the
  society.

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• Trends, continued...
• Curriculum planning, once an activity
  centered almost exclusively in
• public schools, has to some degree moved to
  private schools and
• agencies promoting home schooling.

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• THEORIES FOR GUIDING THE FUTURE OF
• CURRICULUM REFORM

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• FREE-CHOICE THEORY
• Pupils learn best when they and their
  parents choose the setting for
• education
• Magnet schools
• Home schooling
• Charter schools
• Vouchers

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• BIG BUCK THEORY
• The major reason for improving schools is to
  make young citizens
• more competent and productive, therefore
  fostering the national
• economic interest.

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• THE MORE THEORY
• More is better
• Teacher-made tests
• Standardized tests
• Evaluation of teachers
• Higher standards for graduation
• More time in school
• More regulation

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• EMPOWERMENT THEORY
• All stakeholders are involved in
  decision-making

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• EDUCATION-IN-BALANCE THEORY
• Education is seen as having intrinsic, as
  well as instrumental, worth
• Curricula is balanced for individual
  learner
• Teachers focus on equitable treatment

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• TRANSFORMATIONAL THEORY
• Present schools lack the ability to provide
  learners with real
• education
• Need different learning sites
• Need to use time differently

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• CONSIDERATIONS FOR THE FUTURE

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• FUTURE IMPERATIVES
• Make schools less dismal and uninspiring.
• Empower teachers to make more of the really
  crucial decisions.
• Capitalize on what pupils learn outside the
  schools.
• Emphasize social responsibility, decency,
  courtesy, and ethical
• behavior.

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• Imperatives, continued...
• Make schools truly humane institutions.
• Promote intellectual endeavor and diligent
  learning

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.

• CONSIDERATION 1
• The need to use schools as instruments of
  social amelioration,
• redemption, and strengthening
• Administrator and teacher roles will
  include reformer and helper
• Schools will teach what is right,
  uplifting, and helpful to others
• Curriculum will include civilizing
  content

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• CONSIDERATION 2
• The need to redesign the curriculum and
  restructure schools
• Curriculum will meet the needs of
  individual learners
• Past practices such as nongrading, team
  teaching, flexible scheduling, programmed
  learning, and differentiated
• staffing will be used.

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• CONSIDERATION 3
• The need to emphasize the importance of
  people within local schools
• New curriculum will be developed in the
  process of classroom interaction
• Classroom publishing will be
  commonplace
• Teachers will be increasingly respected
  
• Thinking, problem-solving, higher-order
  skill development and learning styles will
  receive more attention

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• PHILOSOPHICAL FOUNDATIONS
• Beliefs about the
• nature of learners
• demands of a culture
• subject matter that is most worth
  learning

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• TWO PHILOSOPHICAL VIEWS
• Traditionalists
• What has been done in the past has
  been done well therefore we should hold to it in
  the future.
• Progressivists
• Lets look critically at past actions
  and practices to see what can be done differently
  to make learning more
• satisfying and effective.

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• COMPARISION OF POSITIONS
• Aims of Education - to develop learners
• intellectually
• as functioning citizens
• as individuals in our society
• as actual or potential workers
• Authority versus freedom
• The uses of subject matter

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• SCHOOLS OF THOUGHT
• Perennialists
• Idealists
• Realists
• Pragamatists
• Reconstructionists
• Existentialists

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• PERENNIALISTS
• Oldest and most conservative
• Relies on the past
• Curriculum is subject-centered
• One curriculum for all students
• Teacher is authority in the field
• Teaching is based on Socratic method

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• IDEALISTS
• Emphasizes moral and spiritual reality
• Truth and values are absolute, timeless, and
  universal
• Learning involves recalling and working with
  ideas
• Education is concerned with conceptual
  matters

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• REALISTS
• Views the world in terms of objects and
  matter
• Reality and truth emanate from both science
  and art
• Curriculum consists of organized, separate
  subject matter

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• PRAGMATISTS
• Also referred to as experimentalism
• Based on change, process, and relativity
• Knowledge is a process in which reality is
  constantly changing.
• Teaching is more exploratory than explanatory

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• RECONSTRUCTIONISTS
• Based on early socialistic and utopian ideas
  of the nineteenth century
• The ideal curriculum is emphasizes cultural
  pluralism, equality, and
• futurism
• Teachers are organized to encourage
  experimentation and to
• challenge outdated structures

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• EXISTENTIALISTS
• Learners are free to choose the knowledge
  they wish to possess
• Curriculum stresses self-expressive
  activities, experimentation, and
• methods and media that illustrate emotions,
  feelings, and insights.
• We are what we choose to be

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• SUMMARY
• Curriculum is the formal and informal
  content and process
• People are compelled to try to improve the
  schools curriculum
• Two major philosophical viewpoints -
  conservative Traditionalism
• and liberal Progressivism - have emerged
  over time