curriculum theory

UTMUNIVERSITI TEKNOLOGI MALAYSIA

CURRICULUM THEORYPRESENTED BY:

MOHANAMP111374

OUTLINE

1.THEORY BUILDING PROCESSESS

2.SCHOLARS IN CURRICULUM THINKING

3.ISSUES IN CURRICULUM THEORY

Introduction

As a sub-system of education, curriculum must have unique properties and functions that distinguish from other sub-systems.

To explain the unique properties and functions of the curriculum sub-system

Curriculum theory

THEORY-BUILDING PROCESSES IN CURRICULUM* Guide or principle

Definition and theory content

Types of activity mandatory

Definitions and Theory content Theory as a set of statements, must be

related. This set of related statements may be

in various forms, such as: Descriptive or functional definitionsOperational constructAssumptionsPostulatesHypothesesGeneralizationsLaws or theorems

Definition of ‘curriculum theory’ ‘Curriculum theory’ is a set of related

statements that gives meaning to a school’s curriculum by pointing up the relationships among its elements and by directing its elements.

The subject matter – events associated with decisions about curriculum, the use of curriculum, development of curriculum, curriculum design, curriculum evaluation etc.

3 key definition of ‘curriculum’

1. As a substantive phenomenon – one talks about a curriculum. (accumulation of statements describing the relationships among ingredients of theory)

2. As a synonym for curriculum system: a system to keep the curriculum dynamic

3. As a synonym for an area of profesional study

Curriculum Theory-building Activities

1. Establishment of descriptive and prescriptive definitions for technical terms

the need for establishing definitions absolutely essential for theorist to identify and define key term in his field

2. Classifications of the existing and new knowledge

to create order and relationship

without it, meaning of a set of a events is elusive

systematic classification is still lacking Limited attempts made by those who have raised

questions that curriculum theory should answer Progress beyond that has been inhibited

Lack of advance in classification led to great

variation in technical terms usage

3. Inferential and predictive research

Highest order of work. Why?

Possible to arrive at definitions, description and by

analytical procedures or descriptive research.

Impossible to go beyond these without a research

that allows prediction Inference – a logical process, generalization is

derived from evidence by reasoning

How ?

examination of differences among samples dependent variables measured various treatments assigned to sample groups to manipulate independent variable effects seek causal relationship, using various designs and techniques to examine relationshipReaches a conclusion from observationSatisfied with the validity and reliability of the conclusion he made, researcher infer that his conclusion is generalizable to all sample of population

Prediction – a special case of inference

Research is designed to estimate the unknown from

known

Correlational research and regression analysis

a study on correlation between two or more sets of

behavior, characteristic assumed to be related

thus, one set of behavior/characteristic is predicted

(the unknown) from the other (the known)

Curriculum planners’ prediction?

4. Sub-theory development and development and use of models A mature theory is undergirded by sub-theories

Depends on the concept a theorist wish to associate

with the field.

Possibilities:

- curriculum design

- procedures for curriculum planning

- implementation

- curriculum evaluation

Model-building

Useful in various ways:

illustrate a person’s posture in a curriculum design

depict procedure for curriculum planning and

implementation

represent curriculum evaluation schema

to show relationship among designs, engineering processes,

evaluation processes

summary

Progress in curriculum theory has been slow

Few specialist responded for a thoughtful theoretical work

Curriculum function responded more to external pressures

Rather than internal examination, systematic research, explanation

EXAMPLARS IN CURRICULUM THINKING

The history of curriculum has been reviewed from time to timeSeguel reviewed the formative years that she stipulated to be between 1890 to 1940.Illustrated periodic developments through representative scholars:

Herbartian movement – Charles & Frank Mcmurry, John Dewey Activity analysis – Franklin Bobbit & Werrett W.Charters

Synthesize ideas – Harold RuggNew specialist in curriculum making – Hollis Caswell Analyze of meaning associated with ‘curriculum’ – Richard C. Phillip Phillip divided his analysis into three period

1. Pre-progressive period (1890- 19180)2. Progressive period (1918 – 1955)3. Post-progressive period (after 1955)

In this chapter:

1950 to present1918 - 1950

Early curriculum specialists First definitive work on general

curriculum was established by Bobbit in 1918.

Was a curriculum specialist and leader in the practical affairs of curriculum development.

Was a proponent of activity analysis as a mean of making curriculum decisions.

Used method of science to identify the activities and predisposition of adults for….

Charters – with Bobbit, proposed job analysis as technique for formulating curriculum base

Vocational education Two things about the theoretical postures

of Bobbit and Charters:

Committed to the use of scientific techniques to the solution of curriculum problems.

Assumption that it is the function of schools to prepare students for adult life, as basis for their theories.

BOBBITT

WERRETT CHARTERS

Under the leadership of Progressives, child-centered movement caused a major shift in curriculum thinking beginning early in 1920’s.

More focused on psychological behavior of present learners.

Important criteria – the interest and needs of children in schools.

The conflict of society-centered and child-centered was focused in the Twenty-sixth Yearbook of the National Society for the Study of Education.

Chaired by Harold Rugg, the committee comprised persons of various persuasions.

Despite differences, the committee formulated a statement of working principles.

*Each committee member prepared a supplementary statement. Why?

Hollis Caswell , emphasized on teacher involvement in curriculum decision, organizational structures, defining curriculum, determining content, objectives, design and measuring outcome.

**However, technical aspect of curriculum theory building did not start until the 1950’s.

Later developments

The first large-scale discussion of curriculum theory took place at the University of Chicago in 1917.

Three-fold task for curriculum theory was prescribed:

I. to identify the critical issues in curriculum development

II. to point out the relationship between the critical issues

III. suggest and forecast the future approaches to resolve the issues

Tylor rationale

Published in 1950 Most persistently used with

reference to curriculum theory Has been raised by other scholars

too but his unique statement was well popularized

The rationale revolves around FOUR central questions:

what educational purpose should the school seek to attain?

what educational experiences should be provided to attain these purposes?

how can these experiences be effectively organised?

how can we determine if these purposes are being attained?

In 1963, Beauchamp analyzed the approach of scientist to theory building in curriculum.

Basic principles, as scientist see, were stressed. consistent use of basic terminology analysis and classification of knowledge use predictive research for firm

generalization

For a better curriculum phenomena

The same year Smith wrote about the role of philosophy in the development of scientific curriculum theory.

Three principal tasks: 1. to formulate and justify educational

purposes 2. to select and organize knowledge 3. to deal with verbal traps

Smith identified several weaknesses in curriculum theory development:

theorist fail to recognize the interrelationship between the objectives and content

Sometimes content becomes objectives Criteria for selection of curriculum content

or objectives are not apparent. Language used must be clarified (concepts

should be clarified) Must be aware of the nature and structure of

knowledge

The paper brought several facets of curriculum theory into focus.

o theorizing about curriculum is not solely about establishing facts or relationship among empirical data.

o BUT more than thato Theorist must be concerned with

choices and its consequenceso of purpose and contento Science or philosophy?

The use of models invaded theoretical work

James McDonald distinguish FOUR systems prevalent in schools:

1. curriculum2. instruction3. teaching4. learning

He analyzed curriculum system using general systems model characterized by input, content, process, output, and feedback.

TWO unique ideas emerged from McDonalds paper.

we can clarify our thinking about curriculum if it is identifies as a unique system of schooling

the use of general systems approach is to define the scope of conceptualization needed in curriculum theory.

Broudy, Smith, Burnett came up with a different schema for schooling.

Curriculum as a part of system of influence directed at students.

ContentFactsConceptsPrinciplesNorms and rules

Categories of Instruction

Symbolic studiesBasic sciences

Developmental studiesAesthetic studiesMolar problems

Models of teachingSituational

modelsOperational

models

LearningCognitive maps

Evaluational mapsAssociative

meanings and images

Intelectual operations

Manipulative operations

ExaminationsTests

Teacher judgments

Self evaluation

Beauchamp reviewed progress in educational theory between 1960 – 1963.

As framework, he identified 6 components of curriculum as a field of study.

-foundational influences

- subject matters

- curriculum design

- curriculum engineering

- evaluation and research

- theory building

Notable: most progress made in subject matter and curriculum engineering

Faix: structural-functional analysis to refine curriculum concepts.

Curriculum function: what is done Curriculum structure: how it is done Questions raised by structural-

functional analysis: 1. general questions about curriculum

phenomena 2. questions about curriculum system 3. questions about units/elements to

analysis 4. questions about the structure of a

curriculum system 5. questions about functions of a

curriculum system

Maccia analyzed four types of curriculum

theory

Event theory – sorting and characterizing events and relating them

formal curriculum theory- structure of curriculum content

valuational curriculum theory- issue of most valuable content to present

Praxiological curriculum theory – speculation about appropriate for teaching curriculumobjectives

Johnson distinguished between curriculum

and curriculum development Curriculum development system

output is curriculum Curriculum development system is

NOT curriculum “a structured series of intended

learning outcome”

Johnson’s 6 point schemaI. Curriculum is a structured series of

intended learning outcomeII. Selection is an essential aspect of

curriculum formulationIII. Structure is an essential

characteristic of curriculumIV. Curriculum guides instructionV. Evaluation involves validation of

both selection and structureVI. Curriculum is the criterion for

instructional evaluation

Frymier Curriculum consist of THREE basic

elements:1. Actors – persons directly involved

with curriculum2. Artifacts – Content of the

curriculum3. Operations – process involving the

interaction of actors and artifacts Three phases- what is planned, what

occurs, and the evaluation

Other renown scholars

John Goodlad Maurice N Richter Arno A Bellack Herbert Kliebart Morton Alpren Bruce G Baron

Emerging status of curriculum theory

A need exist for dialogue between curriculum theorist and practitioners about debatable issues.

Such debate help to define a tradition of content for the curriculum field.

Substantive issues under the following five general categories

1.Curriculum Definition Definitional behavior is essential to

answer general and specific questions about curriculum.

The definitional process would generate the characteristics a curriculum design.

the process of carefully and consistently defining significant curriculum areas, terms and operational constructs has been recognised in literature although it may not be done well by enough people.

2. Sources of curriculum decisions Early curriculum scholars advocated

adult survey and job analysis as principle.

Another proposal is:- select content only from recognized discipline- body of basic subject matter in school- subject matter should be intergrated

Student as a source- the interest and needs of students should be satisfied.

3 approaches to this source advocated.

1. Conduct needs assessment programs to furnish data for curriculum decisions.

2. Identification and description of developmental staged of youths and children.

3. Simply have the students to tell what he wishes as his curriculum.

Society-centered sources vs Learner-centered source

Society-centered – school is an agency of the society in rearing children. Children are members of society whose interest and needs should be satisfied within the school culture.

Learner-centered- learners changing need must dominate school curricula.

Most theorist insist it must be both, but divided in primary emphasis.

Past experience - evolved through many stages

In individual schools, districts, state, and large national level scale.

Values – where primary question is “What ought to be taught in schools?”

Decision makers must make use of values in 2ways : to determine what values are to be

taught through the implementation of the curriculum in school

to identify what values they are going to use for themselves as rule-governing criteria in making curriculum decisions.

Social/Political authority – However, teacher unions demand greater voice in curriculum determination.

Such authorities are more valuable as sourse or resource

Rather than left to act after the fact of curriculum has been planned and implemented.

3.Curriculum Design Issues A curriculum should be in written

document or not? Some felt that commitment in writing itself

is restrictive upon teachers in planning. Design for a particular level or school OR

an entire school district? Should a curriculum include all subjects or

only one? Whether or not the statements of

objectives, goals, aims and learning outcome in the form of behavioral objectives?

Issues of nature of content and organization

Integrated subject matter? Issues of scope, sequence and

articulation. Include both what to teach and how

to teach? Include methods, instructional

materials, evaluation plan?

4.Issues in curriculum engineering Who will be involved in curriculum

planning? Teachers OR subject specialist? Confusion between involvement in planning

and involvement of implementation. Involvement of lay-citizen was both

opposed and proposed. Curriculum implementation – not issue, but

problem. why? How to implement?

Curriculum evaluation – not issue, but problem. Why?

How? Use of achievement measure as

the sole criterion indicates the need for alternatives.

Main problem – the problems cannot be conceptualized unless the arena has been identified.

5. Theory implicationsAny curriculum theory should:1. begin by defining a set of events2. Make clear its accepted values and

sources for making decisions3. Specify the characteristics of curriculum

design4. Describe the essential processes for

making curriculum decisions and the interrelationship among those processes

5. Provide for continuous regeneration of curriculum decisions.

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