Curriculum leadership chapter 4 powerpoint

Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition
© 2012 SAGE Publications
Chapter 4: The Politics
of Curriculum
An important question to ask during these times of
introspection is – how might we design learning
opportunities and learning environment so that every
student chooses to engage in deep and sustained
learning? (Washor, Mojkowski, & Newsom, 2009).

 “We have entered a political era of global
knowledge exchange and application.”(Glatthorn)
 Educators must be particularly careful not to let
regulations get in the way of leadership.
 It is the prevailing pressures of regulation and
mandates that can be especially dangerous to
educational leaders.
Fundamental Understanding

 The Role of the Federal Government has
continued to increase and creates multiple
challenges
Influences on Curriculum

 Launching of Sputnik
 Intensive and extensive federal intervention in
curriculum
 Development of generic curriculum
 Teacher proof curriculum
1957-1967 Scholarly Structuralism

 Focus on individual rights and freedoms not
responsibilities
 Education reform is a political process
1968-1974 Romantic Radicalism

 Argument that ethnicity is the basis for public
policy
 BEA became Title VII of the Elementary &
Secondary Education Act (ESEA)
Bilingual Education Act (1968)

 1970 Legislation passed
 Increase in aid for the education of the
handicapped, learning disabled and the socially
and emotionally disturbed
 Rehabilitation Act of 1973
 PL 94-142
Educating the Physically Challenged

 Era dominated by President Reagan’s
conservative platform
 Reduce federal spending on education
 Strengthen local and state control of schools
 Maintain a limited federal role
 Expand parental choice
 Reduce federal judicial activity
 Abolish the Department of Education
1975-1989 Privatistic
Conservatism

 Focus on:
 1. Teacher licensure (National Board
Certification)
 2. Standards-based curriculum (America’s
Choice)
 3. Student achievement
1990-1999 Technological
Constructionism

 Its goals were:
 School readiness
 School completion
 Student achievement and citizenship
 Teacher education and professional development
 Mathematics and science
 Adult literacy and lifelong learning
 Safe, disciplined, and drug-free schools,
 School and home partnerships.
Goals 2000

 Education is necessary for democracy
 Competency testing and standardizing the
curriculum have become the norm.
 NCLB
2000-Present: Modern Conservatism

 State Role in Curriculum – “The courts have
consistently held that the power over
education is an essential attribute of state
sovereignty” (Alexander & Alexander, 2005,
p. 99).

 The Role of Professional organizations – At a
national level, professional organizations take
three forms: (a) national professional groups
(NCATE), curricular organizations (NCTM)
and state level teacher associations.
 The Courts – Both federal and state courts
have become active in “court-ordered
curriculum.”

 Local Educational Leaders – At the local district
level, central office administrators, school building
principals, and teachers continue to play key
roles in influencing curriculum.
 Superintendent
 Principal
 Teacher

 The new view of education promises the
following:
 Instead of linear learning, it promises multimedia
convergent learning
 Instead of instruction, it promises construction and
discovery
 Instead of teacher centeredness, it promises
student centeredness
New View of Education

 Instead of memorization, it promises exploration
and navigation
 Instead of place bound learning, it promises
learning anywhere, anytime
 Instead of promoting learning as work, it
promises learning as natural and motivating
 Instead of teacher as transmitter, it promises the
teacher as a facilitator
New View of Education

Curriculum leadership chapter 4 powerpoint

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