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.

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