Curriculum Ideologies
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This document outlines and compares four different curriculum ideology models - academic, social efficiency, learner-centered, and social reconstruction. Each ideology is defined according to its view of the aim of education, nature of knowledge, instructional process, role of the teacher, and assessment. The academic model views the purpose as advancing students in a discipline through transmitting objective knowledge. The social efficiency model focuses on preparing students with skills to perform tasks. The learner-centered approach emphasizes individual growth and development. The social reconstruction ideology interprets and reconstructs society through acculturating students into the educators' vision.
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Curriculum Ideologies
- 2. Schiro, M. (2008). Curriculum theory: Conflicting Visions and Enduring Concerns. Los Angeles: Sage Publications.
- 3. Curriculum Features Scholar Academic Ideology Aim of the subject Content Knowledge Purpose for knowledge Understanding Nature of knowledge Didactic statements Source of knowledge Objective reality as interpreted by academic disciplines Instructional Process Learning viewed from Transmitter Primary fuction of learning Social transmission Result of learning Changed mindset Primary actor during learning Agent Student readiness Simplification of difficult topics The student Roles during learning Passive Teacher focuses on Child’s mind Teachers concerned with children As they ought to be Viewing children In relation to standardized norms
- 4. Curriculum Features Scholar Academic Ideology Teaching Role of teacher Transmitter Standards used to measure teacher effectiveness Accurate presentation of discipline Teachers stimulate Uniformity Teachers Directly implement curriculum Media used during learning Didactic discourse Intent of teaching To advance students in a discipline Assessment Purpose of evaluation to the evaluator Rank students for a future in the discipline Nature of assesment tools Norm reinforced Assessment are Objective Point of assessment After instruction
- 5. Curriculum Features Social Efficiency Ideology Aim of the subject Content Knowledge Purpose for knowledge Doing / action Nature of knowledge Capabilities for action Source of knowledge Normative objective reality as socially interpreted Instructional Process Learning viewed from Transmitter Primary fuction of learning Social transmission Result of learning Changed behaviour Primary actor during learning Agent/student Student readiness Providing prerequisite behavioural capabilities The student Roles during learning Active Teacher focuses on Child’s behaviour Teachers concerned with children As they ought to be Viewing children In relation to standardized norms
- 6. Curriculum Features Social Efficiency Ideology Teaching Role of teacher Supervisor Standards used to measure teacher effectiveness Efficiency of student learning Teachers stimulate Uniformity Teachers Directly implement curriculum Media used during learning Programmed instruction Intent of teaching To prepare students to perform skills Assessment Purpose of evaluation to the evaluator Certify that students have the skills Nature of assesment tools Criterion reinforced Assessment are Objective Point of assessment After instruction
- 7. Curriculum Features Learner Centered Ideology Aim of the subject Content Knowledge Purpose for knowledge Actualizing oneself Nature of knowledge Personal meanings Source of knowledge Individuals’ personal creative response to experience Instructional Process Learning viewed from Receiver Primary fuction of learning Growth Result of learning Changed mindset Primary actor during learning Student Student readiness Stages of growth The student Roles during learning Active Teacher focuses on Child’s mind Teachers concerned with children As they are Viewing children As individuals
- 8. Curriculum Features Learner Centered Ideology Teaching Role of teacher Facilitator Standards used to measure teacher effectiveness Facilitator of growth Teachers stimulate Diversity Teachers Adapt curriculum (according to children’s need) Media used during learning Child-environment interaction Intent of teaching To stimulate child growth Assessment Purpose of evaluation to the evaluator Diagnose students’ abilities to facilitate growth Nature of assesment tools Informal subjective diagnosis Assessment are Subjective Point of assessment During instruction Teachers concerned with children As they are
- 9. Curriculum Features Social Reconstruction Ideology Aim of the subject Content Knowledge Purpose for knowledge Interpret & reconstructt society Nature of knowledge Intelligence and moral stance Source of knowledge Individuals’ interpretation of society’s past, present and future Instructional Process Learning viewed from Transmitter Primary fuction of learning Social transmission Result of learning Changed behaviour Primary actor during learning Agent/student Student readiness Gestalt of prior experience The student Roles during learning Active Teacher focuses on Child’s behaviour Teachers concerned with children As they ought to be Viewing children In relation to standardized norms
- 10. Curriculum Features Social Reconstruction Ideology Teaching Roe of teacher Colleague Standards used to measure teacher effectiveness Efficiency transference of the vision Teachers stimulate Uniformity Teachers Adapt curriculum (according to social concerns) Media used during learning Group dynamics Intent of teaching To acculturate students into educators’ vision Assessment Purpose of evaluation to the evaluator Measure student progress with respect to ability Nature of assesment tools Informal subjective diagnosis Assessment are Subjective Point of assessment During instruction Teachers concerned with children As they ought to be