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Curriculum theory

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Curriculum Develpoment

Curriculum Develpoment

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  • 1. Curriculum Theory
  • 2. Is an academic discipline devoted to examining and shaping educational curricula. CT includes both the historical analysis of curriculum and ways of viewing current educational curriculum and policy decisions.
  • 3. Herbert Kliebard Discusses four curriculum groups that he calls humanist (or mental disciplinarians), social efficiency, developmentalist (or child study), and social meliorists.
  • 4. Michael Stephen Schiro Labels the philosophies of these groups the scholar academic ideology, social efficiency ideology, learner-centered ideology, and social reconstruction ideology.
  • 5. Mental Discilinarians and Humanists Believe in all students abilities to develop mental reasoning and that education was not intended for social reform in itself but for the systematic development of reasoning power.
  • 6. Social Meliorism Believe that education is a tool to reform society and create change of the better. This socialization of goal was based on the power of the individual’s intelligence, and the ability to improve on intelligence through education.
  • 7. An individual’s future was not predetermined by gender , race, socio-economic status, heredity or any other factors. Some critics contend that this group has goals that are difficult to measure and a product that has slow results.
  • 8. John Dewey’s Curriculum Theory Felt that the curriculum should ultimately produce students who would be able to deal effectively with the modern world. Therefore, curriculum should not be presented as finished abstractions, but should include the child’s preconceptions and should incorporate how the child views his or her own world.
  • 9. Dewey uses four instincts, or impulses, to describe how to characterize children’s behavior. The four instincts according to Dewey are social constructive, expressive, and artistic.
  • 10. Curriculum should build an orderly sense of the world where the child lives. Dewy hoped to use accomplish this goal was to combine subject areas and materials. By doing this, Dewy made connections between subject and the child’s life.
  • 11. Social efficiency Educators
  • 12. Aiming to design a curriculum that would optimize the “Social Utility” of each individual in a society. - Theorists Ross, Bobbitt, Gilberth, Taylor and Thorndike
  • 13. Using Education as an efficiency tool the society could be controlled. Student could be scientifically evaluated (such as I.Q Test) Educated towards their predicted role in society.
  • 14. Efficiency of factories which could simultaneously produce able factory workers. Emphasis or testing and separating student based on the result of that testing.
  • 15. Culturally and Ethnically Diverse Curriculum
  • 16. Important elemenet in te neative scoolin experience s of minority student because a traditional curriculum d0es not adequetely represent tier theory. - Suleiman ( 2001) - Taylor and Whittaker (2003)
  • 17. Prepare academics and teacers to developt curriculum that support ethics and hcultural diversity tat focuses on understanding te learner and te developin curricula and practice that is consistent and thoughtful. - Gay ( 2001) - Villeas and Lucas (2003) - Jabbar and Hardaker (2012)
  • 18. Developmentalism
  • 19. Development of children’s emotional and behavioral qualities. Using the characteristics of children and youth as the source of the curriculum.