...Introduction Curriculum as a field of study is relatively young. Most place its birth during the second or third decade of this century, often with the publication of Franklin Bobbitt's. In 1918, Denver superintendent Jesse Newlon's suggested use of teachers in curriculum development . It is important to note that the study of curriculum did not begin as an addition to an extant field, say as a subfield of psychology or philosophy. Rather, it began in administrative convenience: professional responsibility for curricular matters. They came from every academic background imaginable. This means different kinds of thinking from the scientific to the artistic have emerged in the curriculum field. Curriculum as a field includes curriculum theory, development, implementation (that is, instruction), and evaluation. Traditional, conceptual-empiricist, and reconceptualist are theoretical frameworks that govern specific approaches to curriculum issues. Each of these frameworks can be characterized by the dominant and subordinate assumptions that govern the knowledge and values which underline their respective modes of inquiry. Traditionalists: Educational philosophy (Pernalism and Essentialism) General Philosophy (Idealism and Realism) Educational Psychology (Behaviorism) History The field of curriculum studies began in the early 1920's, and grew out of the necessity and need...
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...CURRICULUM DEVELOPMENT 1. Curriculum * “The planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence.” (Daniel Tanner, 1980) * Curriculum refers to the means and materials with which students will interact for the purpose of achieving identified educational outcomes. * The concept of curriculum is as dynamic as the changes that occur in society. In its narrow sense, curriculum is viewed merely as a listing of subject to be taught in school. In a broader sense, it refers to the total learning experiences of individuals not only in schools but in society as well. * Curriculum comes from the Latin root, "currere" which means "to run", which later came to stand as the "course of study." * Curriculum is the sum total of all learning content, experiences, and resources that are purposely selected, organized and implemented by the school in pursuit of its peculiar mandate as a distinct institution of learning and human development. * Robert M. Hutchins views curriculum as “permanent studies” where the rule of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized. * Caswell and Campbell viewed curriculum as “all experiences children have under the guidance of teachers”. This definition is shared by Smith, Stanley and...
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... IN ED 740-CURRICULUM DESIGN AND DEVELOPMENT BY FIRMA CACCAM VIRAY, Ph. D. Professor And ESTRELITA TOLENTINO GAMIT, Ph.D. Asso. Professor OPEN UNIVERSITY CENTRAL LUZON STATE UNIVERSITY SCIENCE CITY OF MUNOZ, NUEVA ECIJA PHILIPPINES INTRODUCTION The excellence in the program in any institution reflects the quality of program planning and development. Education is no exception: the quality of individual school programs varies quite directly with the quality of program planning. The programs of individual schools, classrooms and of individual students usually mirror distinctly the nature and extent of the planning and development of these programs by teacher and students (Saylor and Alexander, 1966). Curriculum development is a complex undertaking. Its complexity and difficulty are perhaps heightened by the usual absence of a set of clear ideas or models and planning and the how and theory of curriculum planning and development (Beauchamp, 1961). ASSUMPTIONS OF CURRICULUM PLANNING (Saylor and Alexander, 1966) 1. Quality in educational program has priority in educational goals. 2. The curriculum itself must be dynamic and ever changing as new developments and needs in our society arise. 3. The process of curriculum planning must be continuous, not limited and must be dynamic. 4. No master curriculum plans will serve all schools. 5. Many individuals participate in curriculum planning. 6. Procedures of curriculum planning vary from...
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...African Countries with a particular focus to understand the importance, impacts and barriers of ICT into classroom Instruction. The study explored internal and external factors that surround ICT issues, policies of ICT integration and factors that facilitate or impede the use of ICT, with the focus of improving the quality of teaching-learning process. The study reveals that the inhibiting factors are unrealistic policies of ICT, poor infrastructure, lack of teacher competence, confidence, incentive, perception and beliefs, imposed curriculum, lack of proper network, political instability, brain drain, sporadic electricity, poor transportation, lack of public awareness and participation, poor school leadership, technological illiteracy and lack of pedagogical skills. The study further revealed that ICT integration is far behind in East African Schools as a consequence of ICT deficiency, absence of pre-service and in-service teacher training and poor teachers’ welfare and morale. Eventually, the study concluded that ICT is crucial for anytime and anyplace learning to ensure economic growth and it highlighted the important issues for consideration and improvements. development of a nation in several aspects, such as educational development, economic growth, social awareness, cultural enrichment and political leadership. The use of ICT in schools is crucial for the development of...
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...the Future: CURRICULUM INNOVATIONS 1.) LOCAL AND NATIONAL CURRICULAR INNOVATIONS 2.) GLOBAL CURRICULAR INNOVATIONS As man seeks for development, innovations are inevitable. In curriculum, changes and modifications are being introduced to keep with the changing world. • With the emerging theories of learning, instructional delivery and management, learning and teaching styles, modes of living and other societal changes in science and technology led educators to introduce innovations. 1. LOCAL AND NATIONAL CURRICULAR INNOVATIONS a.) 2002 Basic Education Curriculum b.) Third Elementary Education Program (TEEP) c.) Secondary Education Improvement and Development Program (SEDIP) d.)The New Teacher Education Curriculum for BEEd and BSed e.)The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE) f.) Instructional and Curricular Excellence in School Leadership and Management – DepEd eXCELS A. 2oo2 Basic Education Curriculum THE VISION, MISSION AND RATIONALE OF THE CURRICULUM VISION: The Department of Education, envisions every learner to be: -FUNCTIONALY LITERATE - EQUIPPED WITH LIFE - APPRECIATIVE OF ARTS AND SPORTS and - IMBUED WITH THE DESIRABLE VALUES OF A PERSON WHO IS MAKABAYAN, MAKATAO, MAKAKALIKASAN AND MAKA-DIYOS MISSION: The DepEd’s MISSION is to PROVIDE QUALITY BASIC EDUCATION that is: - ACCESSIBLE TO ALL - LAYS THE FOUNDATION FOR LIFELONG LEARNING and - SERVICE FOR COMMON GOOD The Basic Education Curriculum developed through...
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...understand about effective educational leadership. However, the knowledge base about leadership is constantly growing. This knowledge can be used with confidence to guide leadership practice, policy, and research. It also can provide a good starting point for dialogue with diverse audience about the future of educational leadership. Like other complex human activities, leadership is difficult to pin down. It might even be unwise to narrow it unnecessary. Nonetheless, a working definition can provide a useful frame of reference. Leaders do not merely impose goals on followers, but work with others to create a shared sense of purpose and direction. In public education, the ends are increasingly centered on student learning, including both the development of...
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...curricula has been a long awaited discussion. Advocates of technology’s role in instruction argue that technology improves student learning outcomes and prepares them for the technology-rich workplace. The use of technology continues to grow at a rapid pace. It is also playing a major role in the job industry. With that in mind, it would be beneficial to students for educators to integrate technology into the instruction, which is a more effective way of promoting actual technology use than is positioning technology as a “separate” or supplementary tool. Technology integration into the curriculum will help better prepare students for the computer based world. Technology integration into the curriculum will help better prepare students for the computer based world. “Technology is transforming society, and schools do not have a choice as to whether they will incorporate technology but rather how they will use it to enhance learning” ( North Central Regional Educational Laboratory & Illinois State Board of Education, 1995). Many educators would say that if teachers ever tried to integrate technology into the classroom, careful planning was a prerequisite for an effective implementation of technology in education. Many plans fail due to improper planning or poor execution. Technology should support the curricular goals. Technology should be used to improve and eventually renovate the teaching and learning process. Technology should be an integral part of the school with a goal to...
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...institutions play a key role in addressing the problems that face these institutions. The learning process in most high schools fails to deliver the expected results due to poor leadership. Today, many educational institutions seek to implement the evaluation process for public school principals based not only on leadership skills, but responsibilities, accountability, and professionalism (Szczesiul and Huizenga 166). The evaluation system seeks to address increasing issues of high school dropout rates, discipline, academic performance, and development of interpersonal skills among students. Appropriate leadership should be based on student growth and development, unlike earlier systems that rated students based on their academic performances. High school principals need to have the right skills required to address emerging issues such as the curriculum and teacher-student relationship evaluations (Katterfeld 344). Strategic high school leaders understand the needs of the students, teachers, and the non-teaching staff. The evaluation process seeks to determine whether high school principals adopt strategic measures to engage in professional dialogs with the teachers concerning teaching and learning process that occurs in classrooms. Transformational leadership remains critical due to changes in technology, globalization, and diversification, which play a crucial role in the success of modern learning processes. Leadership roles play a key role in higher educational institutions...
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...CHAPTER I INTRODUCTION All school aims to improve teaching and learning. Though there are differences in how the school will go about it. The task of organizing, coordinating, monitoring and supporting teachers in their efforts to provide high-quality learning opportunities for students are important in developing instructional program that are needed for every classroom. As different as the approaches to school reform are, it lies on their success on the motivations and capacities of leadership. Change of improving student learning is quite complicated unless school leaders agree with its purposes and appreciate what is required to make it work. Instructional leaders must also, for example, be able to help their colleagues understand how the reform might be integrated into local improvement efforts, provide the necessary supports for those whose practices must change . In the hectic environments of schools, with the array of demands on leaders, principals and other leaders are generally viewed as unprepared to lead instructional improvement efforts (Levine, 2005). The ultimate goal of instructional leadership was to improve teaching, and meaningful supervision became the instrument to assist teachers in developing and growing in their professional knowledge, skills, and abilities. CONCEPTUAL FRAMEWORK Leadership is described as power granted with the will of the followers. It is authority readily invested in a trusted person and thus qualifies as...
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...Although the challenge is great, there are several steps effective leaders can take to actively engage teachers and ensure “buy-in” as professional learners in educational setting across the United States. First, educational leaders should create a shared vision of academic and professional excellence for all stakeholders. Secondly, they should then build teacher capacity by assigning new projects or responsibilities to their staff members. This affords teachers the chance to take the initiative to develop their own opportunities. However, effective leaders understand that these teachers still need support and encouragement. Therefore, professional development and learning opportunities are provided to every teacher throughout the school year. Research contends that teachers tend to give more when they feel valued and appreciated. The final element of creating a culture of academic and professional excellence is knowledge sharing. Educational leaders should organize monthly meetings where teachers share ideas and learn new skills. Teachers will appreciate the opportunity to learn new information and diversify their capabilities. These steps will enhance teacher effectiveness and improve student...
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...Differentiated & Culturally Relevant Instruction EDU 675 Change Leadership for Differentiated Education Environment Dr. Patricia Raney August 13, 2012 Differentiated & Culturally Relevant Instruction American classrooms are full of diverse learners. Some educational practices of the past no longer meet the needs of the ever-changing classroom demographic. As classroom demographics change, so must the perspective of educators charged with educating young people. It is the responsibility of teacher leaders everywhere to find meaningful ways to reach their students. With the growing popularity of professional learning communities on school campuses, teachers can take advantage of professional development prospects enabling them to establish differentiated instructional strategies that give all students equal access and opportunities to learn. Teacher leaders have several roles. To begin with, as lifelong learners these leaders “foster a collaborative culture to support educator development and student learning” (Teachers as leaders, 2011). In other words, teacher leaders are dedicated to improving educational outcomes for students, expanding the professional communities that they work in and creating positive culture. Positive school culture is vital to both students and staff. Roby (2011) offers that “Teacher leaders not only have the ability to shape the culture of the workplace, but if they are operating from a moral mindset...
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...Module 7: Curriculum IMPLEMENTATON “Homework Must Be More Fun and Meaningful’ In Module 5 we discussed what was involved in curriculum planning and in Module 6 we looked at different techniques of designing the curriculum focusing on some curriculum design models. The next stage in the curriculum development process according to Tyler, Taba and Alexander & Saylor is the implementation of the curriculum plan. The final destination of any curriculum (whether it be a school, college, university or training organisation) is the classroom involving students, teachers, administrators and the community. Implementing the curriculum is the most crucial and sometimes the most difficult phase of the curriculum development process. Those responsible for implementing a curriculum often hear comments and concerns such as: o Teachers are already overloaded – how are they going to implement the new ideas. o Parents and education officers are only interested in a high pass rate in examinations – how are schools to incorporate suggested changes. These are real concerns and made worse when persons implementing the curriculum are not clear what is expected of them. How often have we heard people say, ‘the plan was good but implementation was poor’. On the other hand, if a curriculum plan is not implemented and remains on the shelf then all efforts in planning will be a sheer waste. A curriculum must be delivered...
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...This essay will aim to look at how curriculum and assessment are being operated in two different early years settings. The settings under examination are 3-5 year olds and 5-8 year olds. We will start with the definitions of curriculum and assessment and the relationships between them. After that, I will explore similarities and differences between approaches to curriculum and assessment in the two settings. Curriculum is an integrated system drawing together every element for learning and teaching, including learning outcomes, learning areas, teaching strategies, evaluation and assessment to help with children’s learning progression (MacLachlan, Fleer& Edwards, 2010). Curriculum refers to “all the experiences, activities and events, whether direct or indirect, which occur within an environment designed to foster children’s learning and development” (Department of Education, Employment and Workplace Relations [DEEWR], 1996). Early childhood educators regard ‘the curriculum’ as a guidance of learning instructions and assessment (Baxter, 2012). A good curriculum can offer the expert guidance, evidence of effectiveness and flexibility. It enables early childhood educators to draw upon a comprehensive view of early years education linked to their own observations and experiences; therefore educators set up and modify learning programs accordingly and timely (Early Childhood Australia, 2013). Assessment can be described as the process of finding out what children know, understand...
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...ED 681: Assignment 2 Interview with Curriculum Specialist Beth Foster July 2, 2015 I had the pleasure of interviewing Laura Espinosa, Elementary Science Resource Teacher, Anne Arundel County Public Schools (AACPS). Part A: Interview Questions 1. What is your current position, and what is your role with respect to curriculum planning, development, and/or implementation for your school system? I am the AACPS Science Resource Teacher. I work specifically with Elementary schools, but also have some duties related to Middle and High schools. I am part of the committee who picks curriculum writers from the applications. I also prepare the professional development for the teachers, prepare the templates they will be working with, create the timeline, set goals, make assignments, establish protocol for the finished product and work environment, as well as oversea and edit work prior to being turned in for print. 2. Based upon your experiences as an educator, how would you describe the purpose of education in our society? What do you feel are the major influences on what happens in the educational community? I feel the purpose of education in society is to help all students realize their full potential in being a successful and contributing member of society. The major influences include the political climate, technological advances, and community values and expectations. 3. To what extent do you feel the curriculum of your school (school system) is consistent...
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