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Curriculum Decision Making in TESL * Dr. A. Asgari
Curriculum Decision Making in TESL * Dr. A. Asgari
Curriculum Decision Making in TESL * Dr. A. Asgari
Curriculum Decision Making in TESL * Dr. A. Asgari
Curriculum Decision Making in TESL * Dr. A. Asgari
Curriculum Decision Making in TESL * Dr. A. Asgari
Curriculum Decision Making in TESL * Dr. A. Asgari
Curriculum Decision Making in TESL * Dr. A. Asgari
Curriculum Decision Making in TESL * Dr. A. Asgari
Curriculum Decision Making in TESL * Dr. A. Asgari
Curriculum Decision Making in TESL * Dr. A. Asgari
Curriculum Decision Making in TESL * Dr. A. Asgari
Curriculum Decision Making in TESL * Dr. A. Asgari
Curriculum Decision Making in TESL * Dr. A. Asgari
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Curriculum Decision Making in TESL * Dr. A. Asgari

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    • 1. Curriculum Decision Making Dr.Azadeh Asgari Curriculum & Syllabous Design in TESL
    • 2. Curriculum Decision Making <ul><li>Curriculum decisions making is a sociopolitical process that involves almost every one . Actions at the national level, including funding decisions and legislation , influence curriculum even though curriculum matters are supposed to be handled at state and local levels . Curriculum decisions are numerous and often difficult , partly because of their interrelationships. Decisions are further complicated by the numbers of people who participate in making them . </li></ul><ul><li>The discussions that follow briefly describe the : </li></ul><ul><li>Nature of curriculum decisions making </li></ul><ul><li>Arenas for curriculum decision making </li></ul>
    • 3. Curriculum Decision Making
    • 4. Curriculum Decision Making
    • 5. 1950 – 1970 N.S.F used federal dollars for research on maths, science and technology curriculum project . Federal funding pushed evaluation and brought significant changes in program evaluation . 1975 The E.A.H.C.A changed school curricula by requiring Reevaluating and changing public school curricula to mainstream handicapped student into regular classrooms .
    • 6.  
    • 7.  
    • 8. <ul><li>Three approaches can be conceived for curriculum decision making at local levels: </li></ul><ul><li>District : District-based curriculum decision making is the norm in many locations where boards of education govern schools. School districts usually use technical approaches to curriculum through an ongoing cycle . </li></ul><ul><li>School: School-based curriculum decision making can exist under a district board of education , but it flourishes when site-based management of schools in the norm. It may use the technical approach and cycle or stages. It may also follow the nontechnical approach, provided teachers within a school , grade or course level work together in preparing curriculum . </li></ul>
    • 9. <ul><li>Classroom : Classroom-based curriculum decision making may be carried out in schools with site-based management because it is usually developed by individual teachers who was a curriculum especially designed for their students. </li></ul><ul><li>Local decisions </li></ul><ul><li>without school-based </li></ul><ul><li>Curriculum level </li></ul><ul><li>Local decisions </li></ul><ul><li>with school-based </li></ul>school
    • 10. Overall review and needs asessment Evaluation Development of philosophy , goals and objectives Implementation District-based Curriculum decision making Curriculum Design and writing Piloting District-based cycle
    • 11. <ul><li>School personnel are the people associated with a school or district as employees or students. School staff are nonteaching personnel who along with teachers and community members , can and often do , make important contribution the curriculum processes at the institutional level . Teachers and students are involved with curriculum at instructional and experiential levels. </li></ul><ul><li>School Staff : School staff includes the nonteaching certificated personnel in district and school . </li></ul><ul><li>Administrators </li></ul><ul><li>Resources specialists </li></ul><ul><li>Counselors, Social workers, Health care providers </li></ul>
    • 12. <ul><li>Teachers and Students : are involved differently in curriculum depending on the approach used. In school or classroom-based approaches these individuals are active producers. </li></ul><ul><li>Teachers have several expertise that can be valuable in curriculum processes. </li></ul><ul><li>1.Contetnt knowledge </li></ul><ul><li>2.General pedagogical knowledge </li></ul><ul><li>3.Curriculum knowledge </li></ul><ul><li>4.Pedagogical content knowledge </li></ul><ul><li>5.Knowledge of learners and their characteristics </li></ul><ul><li>6.Knowledge of educational contexts </li></ul><ul><li>7.Knowledge of educational philosophies </li></ul>
    • 13. Summary Information Concerning Local Curriculum Decision Making Locus of decision Type of governance Personnel Type of curriculum approach District Board of education Administrations(curriculum/subject matter specialists/building), teachers, community members, consultants Technical School Site-based group or board of education Teachers and administrators in a school as needed-consultants Technical or Nontechnical Classroom Site-based group or board of education Individual teachers, as needed - consultants Nontechnical
    • 14.  

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