EDU 5356 CURRICULUM THEORY

Wirda (GS31836) 1

“Curriculum Theory” by Beauchamp, G.A. Chapter 4 & Chapter 9

Chapter 4 – Curriculum Theory

Theory Processes in Curriculum

H/O1 – “Curriculum Theory”, Curriculum: Foundations, Principles and Theory (2nd Edition), Ornstein A.C. & Hunkins F.P., USA (1993) ;page 183-208

Article 1 – “Basic Components of a Curriculum Theory”, Beauchamp G.A., Curriculum Theory Network, No. 10 (Autumn, 1972); page 16-22

Article 2 – “Beauchamp’s ‘Basic Components of a Curriculum Theory’ – A Rejoinder, Posner, G.J., Curriculum Theory Network, Vol. 4 No. 1 (1973-1974); page 56-60

Exemplars in Curriculum Thinking H/O2 - “The Field of Curriculum” & “Historical Foundations of Curriculum”,

Curriculum: Foundations, Principles and Theory (5th Edition), Ornstein A.C. & Hunkins F.P., Pearson Boston (2009) ;page 18-21 & 63-102

H/O3 - “Curriculum Theory”, Curriculum Design Techniques, Nelson, A., Wm. C. Brown Publishers Indiana (1990), page 1-21

H/O1 – “Curriculum Theory”, Curriculum: Foundations, Principles and Theory (2nd Edition), Ornstein A.C. & Hunkins F.P., USA (1993) ;page 183-208

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Emerging Status of Curriculum Theory

H/O4 – “Curriculum Theorizing”, Curriculum: Alternative Approaches Ongoing Issues, Marsh C.J. & Willis G., Pearson New Jersey (2007), page 94-145

H/O5 – “Curriculum Theorizing”, Key Concepts for Understanding Curriculum (4th Edition), Marsh C.J., Routledge New York (2009), page 249-259

Chapter 9 – The Nucleus of a Curriculum

Basic Definitions

“Curriculum Theory” by Beauchamp, G.A. Chapter 4 & Chapter 9

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Curriculum Theory

Hilda Taba George J. Posner

“any enterprise as complex as curriculum requires some kind of theoretical or conceptual framework of thinking to guide it.”

“theoretical perspectives allow us to contemplate and ‘see’ educational landscapes in particular ways.”

H/O 1

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Curriculum Theory

Ornstein & Hunkins

“Good curriculum theory describes and explains the concepts, principles, and relationships that exist within the field. It also has predictive values, rigorous laws yield high probability and control. Good theory also prescribes actions to be taken.”

“However, it is impossible to fully predict educational outcomes. Like other aspects of education, curriculum involves judgments, hunches, and insights that are not always conducive to laws, principles or generalizations. Often, a curriculum does not emerge as a tightly regulated, concise set of enterprises but evolves as one action or choice that leads to another.”

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The Meaning of Theory

Greek word - theoria George Beauchamp

Means: wakefulness of mind

It is a type of ‘pure viewing’ of truth

Theory explains reality

Four functions to theory: 1. Description

2. Prediction

3. Explanation

4. Guidance

All theories are derived from 3 broad categories of basic realms of knowledge:

1. The Humanities (philosophy, music, art, literature, etc)

2. The Natural Sciences (chemistry, physics, botany, geology, etc)

3. The Social Sciences (history, sociology, psychology, anthropology, etc)

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Theory Processes in Curriculum

Definitions & Theory Content

Definition

A curriculum theory is a set of

related statements that

gives meaning to a school

curriculum by pointing up the

relationships among its

elements and by directing its

development, use and

evaluation.

3 ways of using the word “Curriculum” (p59)

As a substantive phenomenon –

talks and plan on it, a written curriculum

A system – consists of the

people and procedures

needed

An area of professional

study – a total field of study

Relationships between:

- Goals & culture content

- School organization & scope and sequence

- Culture content & overall design

1. The choice of arena for curriculum decision making.

2. The selection and involvement of persons in c. planning.

3. organization for and techniques used in c. planning

4. Writing of c. 5. implementing 6. evaluating

7. Providing for feedback & modification

Purpose is to advance knowledge on curriculums and curriculum systems.

Curriculum Theory-Building

Activities

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Theory Processes in Curriculum

Definitions & Theory Content

Curriculum Theory-Building Activities

1. Establishment of descriptive and prescriptive definitions for technical terms

- Essential for theorists to define the key terms of his field

- e.g.: concepts such as curriculum, subject matter, design, implementation, evaluation

2. Classification of existing and new knowledge

- Another theory function

- Classification system is needed to show order and relationships and meanings.

3. Inferential and predictive research

- Inferring (a logical process) is a proposition or generalization derived from evidence by reasoning.

- Prediction is a special case of inference – predictive relationships research is designed so that one can estimate the unknown from the known. E.g.: correlation and regression analysis

- Curriculum itself is an expression of prediction

4. Sub-theory development & Development and use of models

- A mature theory is supported with sub-theories

- The sub-theories are dependent upon the concepts and procedures of the theorist wishes to associate with the field of curriculum. E.g.: c.design, procedures for c.planning & implementation

- Model building – useful in depicting procedures for c.planning & implementation

- Can be borrowed from other areas of knowledge, eg: business

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Exemplars in Curriculum Thinking

Historical Foundations of Curriculum

19th century European Educators

* Herbartian movement

(society centered)

The Transitional

Period

*Dewey

(child centered)

1918-1949

* Activity Analysis

*26th Yearbook

(statement of working

principles for curriculum)

The Development

Period

* Rugg

* Caswell

Later Developments

*Tyler Rationale

*Macdonald Diagram

*Beauchamp Framework

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H/O 2: page 72

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H/O 2: page 87

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H/O 3: page 3

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H/O 2: page 89

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H/O 2: page 90

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H/O 2: page 92 & 93

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H/O 2: page 93 & 94 16

Exemplars in Curriculum Thinking

Historical Foundations of Curriculum

19th century European Educators

* Herbartian movement

(society centered)

The Transitional

Period

*Dewey

(child centered)

1918-1949

* Activity Analysis

*26th Yearbook

(statement of working

principles for curriculum)

The Development

Period

* Rugg

* Caswell

Later Developments

*Tyler Rationale

*Macdonald Diagram

*Beauchamp Framework

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H/O 2: page 97

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Later Developments

Beauchamp Smith

Curriculum theory was related conceptually to theory building in other domains of knowledge.

Basic principles: Careful and consistent use of

technical terminology

Analysis and classification of knowledge and conjecture

Use of predictive research to increase the number of firm generalizations, or laws, were cited as principles that would give better explanation for curriculum phenomena

3 principal tasks which philosophy can help curriculum theorists: 1. To formulate and justify

educational purposes

2. To select and organize knowledge

3. To deal with verbal traps

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H/O 1 – page 194 & Curriculum Theory Book page 70

1. - The four systems prevalent in schooling.

2. - The curriculum system using a general systems model characterized by the components of input, content and process, output and feedback.

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Later Development

Broudy, Smith & Burnett Maccia

Page 72, CT book

Curriculum is depicted as part of a total system of influence directed at students.

Page 73, CT book

4 types of curriculum theory: 1. Curriculum theory (event theory)

- Sorting out and characterizing of events and relating them

2. Formal curriculum theory

- Focussed on the structure of curriculum content

3. Valuational curriculum theory

- Concerned with the issue of what instructional content is the most valuable to present

4. Praxiological curriculum theory

- Speculation about appropriate curriculum means for reaching curriculum objectives

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Later Developments

Johnson’s Six-Point Schema for Curriculum

• a curriculum is the output of a curriculum development system

• the curriculum development system is not curriculum

• curriculum as a structured series of intended learning outcomes

• curriculum is designed to promote and guide instructional planning which in turns guides instruction leading to learning outcomes

• page 74, CT book

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Emerging Status of Curriculum Theory

1. Curriculum Definition

The Character of the curriculum field

answers questions like:

1. Is curriculum a concept unique to schooling?

2. Does curriculum include instruction or teaching?

The Characteristics of curriculum design answers questions

like:

1. Should a curriculum contain a set of behavioral or other kind of objectives?

2. Should a curriculum specify instructional plans and materials?

2. Sources of Curriculum Decisions

a. Adult survey and job analysis (society centered)

b. Man’s accumulated culture as a recognized source (culture centered)

c. The student

3 approaches:

- Needs assessment

- Identification and description developmental stages of children and youth

- The student tell you what they want as their curriculum (radical)

(students centered)

d. Past experiences in curriculum affairs

e. Values held by the decision makers

f. Social and political authority

3. Curriculum Design Issues

a. Written document or not

b. The sphere (level, subjects)

c. Contents / subject matter (behavioral objectives or not?)

4. Issues in Curriculum

Engineering

a. Who will be involved?

b. Curriculum Implementation (problem)

c. Curriculum evaluation (problem)

5. Theory Implications

Any curriculum theory should…

a. Begin by defining its set of events

b. Make clear its accepted values and sources for making decisions

c. Specify the characteristics of curriculum design

d. Describe the essential processes for making curriculum decisions and the interrelationships among those processes

e. Provide for continuous regeneration of curriculum decisions

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Emerging Status of Curriculum Theory H/O 4

Walker (2003) Vallance (1982)

Providing a framework for analyzing current theoretical approaches than in pursuing the fundamental issue of creating a curriculum theory

A good curriculum theory should include: Validity: provides meaningfulness,

logical consistency & factual correctness

Theoretical power: contributes to basic understanding

Serviceability: helps resolve central curriculum problems

Morality: clarifies underlying values

“to shift focus from the end product (the curriculum theory) to the process by which a theory is sought (the process of theorizing)”

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Emerging Status of Curriculum Theory H/O 4

Prescriptive Theorizers:

Creating the Best Curricula Possible

- Attempts to create models or frameworks for curriculum developments that improve school practise

-Believe that finding the best way of designing curricula will lead to the best possible curricula for schools

- Famous theorists:

Ralph Tyler & Hilda Taba

Descriptive Theorizers:

Mapping the Procedures of Curriculum Development

- Attempts to identify how curriculum development actually takes place, especially in school settings

- To understand the various steps and procedures in curriculum development and the relationships among them

- Famous theorists:

Decker Walker &

Joseph Schwab

Critical-Exploratory Theorizers:

Understanding Curriculum in Terms of What Has Been, Is and Might Be

- Attempts to understand deficiencies in past practices of curriculum development and to replace them with more adequate practices (intellectual and social contexts)

- Looks at curriculum in terms of its diversities and continuities, emphasizing what curriculum has been, is, and might be

- Famous theorists:

William Pinar &

Elliot Eisner

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H/O 5: page 257

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• This chapter is a response to the critics of Beauchamp’s first two editions of the book.

• Beauchamp stated his understandings and stand on what a curriculum theory is (up to that point in time)

• He considers curriculum as a field that is 2 dimensional:

• one part is concerned with the curriculum design

• The other part is concerned with curriculum engineering

• He gave the definitions of key terms, set of propositions (which he assumes, postulates or generalize from research literature), and statements for each propositions delineating its character or both dimensions of the curriculum

The Nucleus of a Curriculum Theory

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