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 .
The discussions that follow briefly describe the :
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 .
Three approaches can be conceived for curriculum decision making at local levels:
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 .
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 .
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.
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
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.
School Staff : School staff includes the nonteaching certificated personnel in district and school .
Teachers and Students : are involved differently in curriculum depending on the approach used. In school or classroom-based approaches these individuals are active producers.
Teachers have several expertise that can be valuable in curriculum processes.
2.General pedagogical knowledge
4.Pedagogical content knowledge
5.Knowledge of learners and their characteristics
6.Knowledge of educational contexts
7.Knowledge of educational philosophies
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