Dr. Fred C. Luenburg, Published in SCHOOLING, NATIONAL FORUM JOURNALS, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
Book review curriculum-theory and practice-kellyFernando Santos
This book answers the questions regarding to what is a real Educational Curriculum? or What should be a Democratic Curriculum? By implication, it refers the misconceptions and flaws in the practice of Curriculum Development and implementation, by reference to the Curriculum process in England and Wales throughout three decades.
The author ends this book by stating that an appropriate curriculum for a democratic society allows continuing development of knowledge, provides opportunities for young people to develop their powers of autonomous thinking, provides teachers with autonomy to make professional judgments, is developed in a democratic system of accountability, is framed in terms of guidelines and principles, is planned with the participation of key actors, among them professionals, academics, policy-makers and others.
Finally, this book Invites to develop further research on questions such as, the exploration of ‘the role of the professional teacher in a democratic society’, how democratic in the context in which the teacher performs his work?, the practical procedural principles based on the Human Development theory for a National Curriculum or Curriculum Development, the dimensions of the concept of education left behind in current National curriculums, the features of a National Curriculum that promote or block the development of students’ autonomy for a democratic society.
Book review curriculum-theory and practice-kellyFernando Santos
This book answers the questions regarding to what is a real Educational Curriculum? or What should be a Democratic Curriculum? By implication, it refers the misconceptions and flaws in the practice of Curriculum Development and implementation, by reference to the Curriculum process in England and Wales throughout three decades.
The author ends this book by stating that an appropriate curriculum for a democratic society allows continuing development of knowledge, provides opportunities for young people to develop their powers of autonomous thinking, provides teachers with autonomy to make professional judgments, is developed in a democratic system of accountability, is framed in terms of guidelines and principles, is planned with the participation of key actors, among them professionals, academics, policy-makers and others.
Finally, this book Invites to develop further research on questions such as, the exploration of ‘the role of the professional teacher in a democratic society’, how democratic in the context in which the teacher performs his work?, the practical procedural principles based on the Human Development theory for a National Curriculum or Curriculum Development, the dimensions of the concept of education left behind in current National curriculums, the features of a National Curriculum that promote or block the development of students’ autonomy for a democratic society.
Blended Learning is a buzzword in Education today. Number of Blended Learning Models can be seen in the literature but those models hardly combine the elements of teaching and learning. They are just focused on the deliverable.
Improving Second Semester Students' Learning Outcomes in Sharia Business Cour...inventionjournals
This research aimed to reveal the benefits of using the cooperative learning model think pair sharein improving student learning outcomes inShariah Business courses at the Faculty of Economics at Muhammadiyah University of North Sumatra. This research using class room action research with the stage of planning, action, observation and reflection. This study used cluster sampling in which a class of sampled study consisted of 42 students. The results of this study revealed that the cooperative learning model think pare share could improve student results in Sharia Business subjects. Students responded positively to the learning process about the method of Think Pair Share.
Through Modular Training Increasing the Efficiency of Educationijtsrd
Professional development through modular training in the article the masses of the wider use of its possibilities to make education more effective are described and appropriate conclusions are made, recommendations are given. G. H. Nigmatova "Through Modular Training Increasing the Efficiency of Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35794.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/35794/through-modular-training-increasing-the-efficiency-of-education/g-h-nigmatova
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variables Teaching Competency, Emotional intelligence, Emotional maturity and teaching interest through path
analysis. A hypothesized model for teaching competency is developed with other three variables and Model
fitting is done through IBM SPSS Amos and uses maximum likelihood to calculate all the path coefficients
simultaneously. A path model was developed with emotional intelligence, emotional maturity and teaching
interest as a predictor of teaching competency. All fit indexes indicated the model was an excellent fit to the
data. The model was able to account for 45% of variance of the teaching competency of the student teachers
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Blended Learning is a buzzword in Education today. Number of Blended Learning Models can be seen in the literature but those models hardly combine the elements of teaching and learning. They are just focused on the deliverable.
Improving Second Semester Students' Learning Outcomes in Sharia Business Cour...inventionjournals
This research aimed to reveal the benefits of using the cooperative learning model think pair sharein improving student learning outcomes inShariah Business courses at the Faculty of Economics at Muhammadiyah University of North Sumatra. This research using class room action research with the stage of planning, action, observation and reflection. This study used cluster sampling in which a class of sampled study consisted of 42 students. The results of this study revealed that the cooperative learning model think pare share could improve student results in Sharia Business subjects. Students responded positively to the learning process about the method of Think Pair Share.
Through Modular Training Increasing the Efficiency of Educationijtsrd
Professional development through modular training in the article the masses of the wider use of its possibilities to make education more effective are described and appropriate conclusions are made, recommendations are given. G. H. Nigmatova "Through Modular Training Increasing the Efficiency of Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35794.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/35794/through-modular-training-increasing-the-efficiency-of-education/g-h-nigmatova
Contributors of Teaching Competency in Student Teachersiosrjce
The present study examined the comparative strength of direct and indirect relationship among the
variables Teaching Competency, Emotional intelligence, Emotional maturity and teaching interest through path
analysis. A hypothesized model for teaching competency is developed with other three variables and Model
fitting is done through IBM SPSS Amos and uses maximum likelihood to calculate all the path coefficients
simultaneously. A path model was developed with emotional intelligence, emotional maturity and teaching
interest as a predictor of teaching competency. All fit indexes indicated the model was an excellent fit to the
data. The model was able to account for 45% of variance of the teaching competency of the student teachers
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The Influence of Parents on the Persistence Decisions of First-generation Col...William Kritsonis
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Alex Torrez & William Allan Kritsonis, PhD - Article: National Impact for Pre...William Kritsonis
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This presentation discusses the rationale for using objectives in lesson planning, the approaches to writing objectives and classifying objectives once they have been written.
PART IV · Administration of Programs and Services Table 13.docxherbertwilson5999
PART IV · Administration of Programs and Services
Table 13-2 Steps in Curriculum Development
I. Planning the Curriculum
l. Who assigns committee members?
2. What groups are represented within the committee?
3. Who determines priorities. standards, competencies, etc.?
4. How do we identify needs, problems, issues, etc.?
5. Who formulates goals and objectives? What type of goals, objectives?
II. Implementing the Curriculum
l . Who defines what knowledge is most important?
2. Who decides on instructional materials and media?
3. Who evaluates teachers? What measurement criteria ore used?
4. Who decides how teachers will be prepared and trained for the program?
5. Who determines how much money/resources will be made available?
Ill. Evaluating the Curriculum
l . Who decides how the curriculum will be evaluated?
2. I,A/ho decides on assessment procedures? Tests? And how ore they to be used?
3. Have our goals and objectives been addressed in the evaluation?
4. Does the program work? To what extent? How can it be improved?
5. Who is responsible for reporting the results? To whom?
6. Do we wish to make comparisons or judgments about the program? Why? Why not?
during the early period and set the stage for the modern
period. 19 Tyler proposed a number of steps in planning
a curriculum, outlined in Figure 13-1, starting with the
goals of the school. These goals would be selected on
the basis of what he called sources of information about
important aspects of contemporary life, subject matter,
and the needs and interests of learners. By analyzing
changing society, at the local, state, or national level, it
could be determined what goals (and also what subject
matter) were most important. By consulting with sub-
ject specialists (as well as teachers), helpful decisions
could be determined about concepts, skills, and tasks to
be taught in the various subjects (reading, math, science,
etc.). By identifying the needs and interests of students,
a beginning point in content, methods, and materials
could be determined. (Hence, Tyler helped popularize
the concept of a needs assessment study.)
Tyler then suggested that the school staff, possibly
organized as a curriculum committee, screen the rec-
ommended goals according to the school's (or school
1"Tyler, Basic Principles of Curriculum and Instruction.
district's) philosophy and beliefs about psychology
learning {or what some might call learning theory .
What resulted from this screening process would be
instructional objectives, more specific than the schoor~
goals and designed for classroom use.
Tyler then proceeded to the selection of learning
experiences that would allow the attainment of obje.::-
tives. Learning experiences would take into account the
developmental stage of the learners, such as their age
and abilities, and consider the learners' background
(present attainments), external environment (classroom
and school), and what t.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Dr. Fred C. Luenburg, Published in SCHOOLING, NATIONAL FORUM JOURNALS, www.nationalforum.com
1. SCHOOLING
VOLUME 2, NUMBER 1, 2011
Curriculum Development:
Deductive Models
Fred C. Lunenburg
Sam Houston State University
________________________________________________________________________
ABSTRACT
Three models are presented in this article: Tyler’s behavioral model, Beauchamp’s
managerial model, and Saylor, Alexander, and Lewis’s administrative model. Models can
assist curriculum developers to conceptualize the development process by pinpointing
certain principles and procedures. The three models examined are deductive, linear, and
prescriptive. Most curriculum makers adhere to all three approaches. The administrative
model is a little more theoretical than the behavioral or managerial approaches.
________________________________________________________________________
Much of the professional literature stresses the need for supervisors and
administrators to become more involved in curriculum development. The need to plan
effective curricula is obvious, because curriculum is considered the heart of schooling.
The difficulty, however, is that not everyone agrees what curriculum is or what is
involved in curriculum development.
What is curriculum development? In its most simplified form, curriculum
development is the process of planning, implementing, and evaluating curriculum that
ultimately results in a curriculum plan. One way of developing a curriculum plan is
through modeling. Models are essentially patterns that serve as guidelines to action.
Models can be found for almost every form of educational activity. The education
profession has models of administration, of supervision, of instruction, of evaluation, and
others. There are models of curriculum development as well.
Using a model to develop curriculum can result in greater efficiency and
productivity (Oliva, 2009). By examining models for curriculum development, we can
analyze the phases essential to the process. The three models I selected for analysis were
conceived by well known scholars in the field: Ralph W. Tyler (1949), George
Beauchamp (1981), and J. Galen Saylor, William M. Alexander, and Arthur J. Lewis
(1981). The models are deductive; they proceed from the general (e.g., examining the
needs of society) to the specific (e.g., specifying instructional objectives). Furthermore,
the models are linear; they involve a certain order or sequence of steps from beginning to
end. Linear models need not be immutable sequences of steps, however. Curriculum
1
2. SCHOOLING
2_____________________________________________________________________________________
makers can exercise judgment as to entry points and interrelationships of components of
the model. Moreover, the three models are prescriptive; they suggest what ought to be
done and what is done by many curriculum developers.
Tyler: Behavioral Model
Probably the most frequently quoted theoretical formulation in the field of
curriculum has been that published by Ralph Tyler in 1949. Tyler stated his curriculum
rationale in terms of four questions that, he argued, must be answered in developing any
curriculum plan of instruction:
1. What educational purposes should the school seek to attain?
2. What educational experiences can be provided that will likely attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether the purposes are being attained?
These questions may be reformulated into a four-step process: stating objectives,
selecting learning experiences, organizing learning experiences, and evaluating the
curriculum. The Tyler rationale is essentially an explication of these steps.
Figure 1 outlines Tyler’s conceptual framework. He proposes that educational
objectives originate from three sources: studies of society, studies of learners, and
subject-matter specialists. These data systematically collected and analyzed form the
basis of initial objectives to be tested for their attainability and their efforts in real
curriculum situations. The tentative objectives from the three sources are filtered through
two screens: the school’s educational philosophy and knowledge of the psychology of
learning, which results in a final set of educational objectives.
Society Philosophy
Sources of Learners Tentative Screens Final Learning Evaluation
Objectives objectives objectives experiences
Subject
Psychology
matter
Figure 1. Designing the curriculum—a behavioral approach.
3. FRED C. LUNENBURG
_____________________________________________________________________________________3
Once the first step of stating and refining objectives is accomplished, the rationale
proceeds through the steps of selection and organization of learning experiences as the
means for achieving outcomes, and, finally, evaluating in terms of those learning
outcomes. Tyler recognizes a problem in connection with the selection of learning
experiences by a teacher or curriculum designer. The problem is that by definition a
learning experience is the interaction between a student and her environment. That is, a
learning experience is to some degree a function of the perceptions, interests, and
previous experiences of the student. Thus, a learning experience is not totally within the
power of the teacher to select. Nevertheless, Tyler maintains that the teacher can control
the learning experience through the manipulation of the environment, which results in
stimulating situations sufficient to evoke the kind of learning outcomes desired.
The final step in Tyler’s rationale, evaluation is the process of determining to
what extent the educational objectives are being realized by the curriculum. Stated
another way, the statement of objectives not only serves as the basis for selecting and
organizing the learning experiences, but also serves as a standard against which the
program of curriculum and instruction is appraised. Thus, according to Tyler, curriculum
evaluation is the process of matching initial expectations in the form of behavioral
objectives with outcomes achieved by the learner.
Beauchamp: Managerial Model
George Beauchamp (1981) recognized the following procedures for curriculum
development described by Tyler: the process of determining objectives, selecting and
organizing learning experiences, and evaluating the program of curriculum and
instruction. Two additional ingredients are included in Beauchamp’s design model: a set
of rules designating how the curriculum is to be used and an evaluation scheme outlining
how the curriculum is to be evaluated. The essential dimensions of his position of
curriculum development are shown in Figure 2.
4. SCHOOLING
4_____________________________________________________________________________________
Cultural Content
Realms of Culture Content
Other languages
Communications
Rules for Use
Health and physical education
Goals
Fine and applied arts
Natural sciences
Social sciences
Mathematics
Cognitive
components
Affective
components
Inquiry and skill
components
1 2 3 4
Levels of School Organization
Evaluation Scheme
Figure 2. Designing the curriculum—a managerial approach.
According to Beauchamp (1981), a curriculum possesses five properties or
characteristics: (a) It is a written document; (b) it contains statements outlining the goals
for the school for which the curriculum was designed; (c) it contains a body of culture
content or subject matter that tentatively has the potential for the realization of the
school's goals; (d) it contains a statement of intention for use of the document to guide
and direct the planning of instructional strategies; and (e) it contains an evaluation
scheme. Thus, by definition, a curriculum is a written plan depicting the scope and
arrangement of the projected educational program for a school.
As shown in Figure 2, provision is made for a statement of goals, or purposes, for
the school. Beauchamp argues that at the level of curriculum planning, it is recommended
that these goal statements be phrased in general terms, whereas the preparation of specific
behavioral objectives should be left to the level of instructional planning.
5. FRED C. LUNENBURG
_____________________________________________________________________________________5
A large part of a curriculum would consist of the organization of the culture
content. Beauchamp designates the realms of culture content as languages,
communications, health and physical education, fine and applied arts, natural sciences,
social sciences, and mathematics. The culture content is also identified in terms of
characteristics other than school subjects. These he refers to as cognitive components,
affective components, and inquiry and skill components consistent with Bloom’s (1956),
Krathwohl, Bloom, and Masia’s (1964), and Harrow’s (1972) taxonomy domains. These
characteristic components are included so that culture content may be more specifically
related to goals and ultimately to behavioral objectives during the instructional planning
stage.
Across the bottom of the model four levels of school organization are shown.
Typically these would be labeled in terms of the administrative organization of the school
district or individual school, such as grade levels (primary, elementary school, middle
school, high school), or ordinal years. This three-way organization of the culture content
would require decision makers and curriculum planners to be cognizant of such design
characteristics as scope, sequence, and vertical and horizontal articulation.
Two additional components are included in Beauchamp’s model. One is a set of
rules or statements designating how the curriculum is to be used and how it is to be
modified based on experience in using the curriculum. An evaluation scheme constitutes
the final component of the model. The evaluation scheme is designed to provide feedback
data for the products and processes of the curriculum system and the instructional system.
Outputs immediately lead back to the curriculum system and the instructional system,
thus providing a dynamic cycle of feedback and correction to the fundamental processes
of schooling: curriculum and instruction.
Saylor, Alexander, and Lewis: Administrative Model
Galen Saylor and his associates (1981) adopt an administrative approach to
curriculum development. They describe and analyze curriculum plans in terms of the
relations of ends and means, the attention to pertinent facts and data, and the flow of
activities or procedures from beginning to end. Figure 3 depicts their conceptual model of
the curriculum development process.
6. SCHOOLING
6_____________________________________________________________________________________
External forces
Legal requirements
Research data
Professional associations
State guidelines
Goals and Curriculum Curriculum Curriculum
objectives design implementation evaluation
Bases of curriculum
Society
Learners
Knowledge
Feedback
Figure 3. Designing the curriculum—an administrative approach.
As shown in Figure 3, the selection of educational goals and objectives is
influenced by (1) external forces, including legal requirements, research data,
professional associations, and state guidelines, and (2) bases of curriculum, such as
society, learners, and knowledge. (Note the similarity to Tyler’s sources.) Curriculum
developers then choose the combinations of curriculum design, implementation
strategies, and evaluation procedures that are calculated to maximize the attainment of
goals; review feedback from the plan in effect through instruction; and re-plan the
elements of the curriculum as indicated by the data.
Curriculum design involves decisions made by the responsible curriculum
planning group(s) for a particular school center and student population. Having collected
and analyzed essential data and identified goals and objectives, curriculum planners
create or select a general pattern—a curriculum design—for the learning opportunities to
be provided to students. Among their alternatives is a subject design utilizing specific
studies in the specified curriculum area, a scope and sequence plan built around a
selection of persistent topics or themes, an analysis of the essential skills necessary for
knowledge and competence in the subject area, and a selection of problems (in
cooperation with students) related to the area of study. The design plan ultimately
anticipates the entire range of learning opportunities for a specified population.
Curriculum implementation involves decisions regarding instruction. Various
teaching strategies are included in the curriculum plan so that teachers have options.
Instruction is thus the implementation of the curriculum plan. There would be no reason
for developing curriculum plans if there was no instruction. Curriculum plans, by their
very nature, are efforts to guide and direct the nature and character of learning
7. FRED C. LUNENBURG
_____________________________________________________________________________________7
opportunities in which students participate. All curriculum planning is worthless unless it
influences the things that students do in school. Saylor argues that curriculum planners
must see instruction and teaching as the summation of their efforts.
Curriculum evaluation involves the process of evaluating expected learning
outcomes and the entire curriculum plan. Saylor and his colleagues recognize both
formative and summative evaluation. Formative procedures are the feedback
arrangements that enable the curriculum planners to make adjustment and improvements
at every stage of the curriculum development process: goals and objectives, curriculum
development, and curriculum implementation. The summative evaluation comes at the
end of the process and deals with the evaluation of the total curriculum plan. This
evaluation becomes feedback for curriculum developers to use in deciding whether to
continue, modify, or eliminate the curriculum plan with another student population. The
provision for systematic feedback during each step in the curriculum system—and from
students in each instructional situation—constitutes a major contribution to Saylor and
associates administrative model of curriculum development.
Conclusion
Three models were presented in this article: Tyler’s behavioral model,
Beauchamp’s managerial model, and Saylor, Alexander, and Lewis’s administrative
model. Models can assist curriculum developers to conceptualize the development
process by pinpointing certain principles and procedures. The three models examined
were deductive, linear, and prescriptive. Most curriculum makers adhere to all three
approaches. The systems model is a little more theoretical than the behavioral or
managerial approaches.
References
Beauchamp, G. A. (1981). Curriculum theory (4th ed.). Itasca, IL: F.E. Peacock.
Bloom, B. S. (1956). Taxonomy of educational objectives: Handbook I, Cognitive
domain. New York, NY: Longman.
Harrow, A. J. (1972). A taxonomy of the psychomotor domain. New York, NY: Longman.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational
objectives: Handbook II, Affective domain. New York, NY: Longman.
Oliva, P. F. (2009). Developing the curriculum (7th ed.). Boston, MA: Allyn and Bacon.
Saylor, J. G., Alexander, W. M., & Lewis, A. J. (1981). Curriculum planning for better
teaching and learning (4th ed.). New York, NY: Holt, Rinehart, & Winston.
Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago, IL:
University of Chicago Press.