curriculum theories orientation
TRANSCRIPT
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Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition
© 2012 SAGE Publications
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Curriculum Theories and Orientations
6.1 Curriculum as technical theory
6.2 Curriculum as knowledge theory6.3Curriculum as learning-development theory
6.4 Curriculum as political-moral theory
(Eisner, 1970)
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The thinking that occurs within a discipline, or a
coherent group o tested general propositions,
commonly regarded as correct, that can !e
used as principles o e"planation and predictionor a class o phenomena# $instein%s theory o
relativity. &ynonyms# principle, law, doctrine.
What is a Theory?
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' curriculum theory ia a set o related
educational concepts that aords asystematic and illuminating perspective o
curricular phenomena ()rnstein, 2**+
Curriculum Theory
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Functions of
Curriculum Theory To descri!e
To e"plain
To predict
To provide a critical perspective on schools
and society
To guide practice
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Functions of Curriculum Theory
1. Description
rovides a narrative classiication o
knowledge in a particular discipline
nterprets the comple" activities o a
discipline
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Functions of Curriculum Theory
2. Explanation
/ addresses the 0why uestion - not only
points out the relationship !etween
phenomena !ut suggest the reasons or therelationships
/ serves as a guide - helps researchers
choose data or analysis - theory generatedguides urther investigation
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can predict the occurrence o as yet
uno!served events on the !asis oe"planatory principles im!edded within it.
Functions of Curriculum Theory
3. Prediction
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Functions o !urriculu" Theory
4. To provide a critical
perspective on schools andsociety
&ome theorists like ichael 'pple most
concerned with providing educators with a
critical perspectives on the society and its
schools
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Functions of Curriculum Theory
.To !uide practice
&ome theorists, such as alph Tyler
most concerned with guiding practice.Their work is to help educators make
more reasoned choices.
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Functions o !urriculu" Theory
". Curriculum as technicaltheory
/ views curriculum planning as a technical task
5 a means-ends approach/ accounta!ility movement is representative o
this orientation
/ en7amin loom, 8ilda Ta!a, alph Tyler,
and 9ohn :ewey all advocated such an
approach
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/ In general, either one or a combination
of these ve orientations dominates
teachers' and schools' approaches to
curriculum.
/ In order to clarify and create a
consistent curricular approach, it is
important to identify which of these
orientations are important, the proceed
to enact these approaches in a
consistent manner (Elliot Eisner, 19!"
Curriculum as
technical theory
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Curriculum as
knowledge theory/ "a#or unction o school is to oster intellectual $ro%th in sub#ect areas that
are "ost i"&ortant
/ all children should be introduced to basic ields o study in order to ind
%hat they're $ood at and interested in
/ lin( %ith )dealist traditions ** studyin$ the +$reat boo(s+, etc
/ de-elo& &eo&le's rational abilities
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Curriculum as learning-
deelo!ment theory
/ "a#or unctions o school are to .1/ hel& children learn ho% to
learn and .2/ &ro-ide children %ith o&&ortunities to use and
stren$then -ariety o intellectual &rocesses
/ $enerally -ie%s "ind as "ade u& discrete and relati-elyinde&endent abilities
/ e"&hasies &rocess o-er content
/ curriculu" ocus tends to be &roble" centered
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/ $mphasi;ing coverage o many topics, so that the knowledge
is ragmented and disconnected, so that most students are
una!le to develop meaningul and coherent understandings.
/ ressures o testing and curriculum coverage in reading and
mathematics, prevent many teachers rom covering social
studies, science, art, etc. in any depth. 't the same time,
inuiry, critical thinking, and creative thinking are not
addressed, !ecause o the time it takes to develop these skills.
Curriculum as
!olitical-moral theory
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!lassiication o Sta$es o
Theory 5e-elo&"ent
Sta$e 1 6 Basic Theory 6 descri&ti-e e&lanations
Sta$e 2 6 7iddle 8an$e Theory 6 conce&tual ra"e%or( or
$uidin$ in4uiry and &ractice
Sta$e 9 6 General Theory 6 conce&tual sche"e or e&lainin$ an
entire uni-erse o in4uiry
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!lassiyin$ !urriculu"
Theories/ &tructure oriented theory
/ <alue oriented
/ Content oriented
/ =nowledge centered curricula
/ &ociety centered curricula
/ rocess oriented theory
/ 'lternative curriculum approaches
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Structured :riented
Theories/ 'naly;es the components o the curriculum
and their interrelationships
/ Tend to !e descriptive and e"planatory
/ &eeks to descri!e and e"plain how curricularcomponents interact within an educational
environment
/ Concerned primarily with analy;ing
components o the curriculum
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; !o"&onents o the
Written !urriculu"
/ ' rationale or the curriculum
/ 'ims, o!7ectives and content
/ nstructional methods
/ >earning materials and resources
/ Tests and?or assessment measures
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<alue :riented
TheoriesCritical analysis o the values and assumptions
made !y curriculum makers and their products
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!ontent :riented
Theories/ rescriptive determination o the content o
curriculum and to !e prescriptive in nature.
/ Child center curricula with the child !eing the
!eginning point, the determiner, and the shapero curriculum.
/ =nowledge centered curricula @ advocates a
knowledge centered curricula.
/ &ociety centered curricula @ starting point is
social order.
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Process :riented
Theories:escription and?or prescription o how curricula are
developed or recommending how curricula should
!e developed
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!urriculu" as !han$e
Technology can !e a catalyst o curriculum
change. Current new research on how the
!rain learns, metacognition, and learning toread have provided constructs to !e
considered when developing curriculum.
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Theoretical School o
the Future
$nvisions schools o the uture as learning
communities where teachers and studentsinuse technology seamlessly into classroom
practice (atterson, 2**A.
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Areas o !urriculu"
8e-ie% Should )nclude
/ 8istorical development o curriculum studies
/ Current theory and practice in the ield
/ acro and icro dimensions in curriculum
/ $thos and cultural considerations
/ rocess o curriculum change
/ mpact o technology
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/ odels o instructional design and learning
strategies
/ dentiication and implementation o
appropriate teaching methods/ odels B techniues o assessment B
evaluate process
/ &ta development needs
/ ractical application o design B product
Areas o !urriculu"
8e-ie% Should )nclude
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