Curriculum leadership chapter 3 powerpoint

Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition
© 2012 SAGE Publications
Chapter 3:
Curriculum Theory
Curriculum Theory
Curriculum theory is usually esteemed by scholars in
the field as an important component of curriculum
studies; it still seems to be held in low regard by most
practitioners, who often dismiss it as completely
unrelated to their day-to-day work.

 To describe
 To explain
 To predict
 To provide a critical perspective on schools
and society
 To guide practice
Functions of Curriculum Theory

 Curriculum theory is a set of related educational
concepts that affords a systematic and
illuminating perspective of curricular phenomena
Purpose of Curriculum Theory

 Linear Thinkers
 Holists
 Laissez-Faire Advocates
 Critical Theorists
Four Curriculum Styles

 Stage 1 – Basic Theory – descriptive
explanations
 Stage 2 – Middle Range Theory – conceptual
framework for guiding inquiry and practice
 Stage 3 – General Theory – conceptual scheme
for explaining an entire universe of inquiry
Classification of Stages of Theory
Development

 Historical development of curriculum studies
 Current theory and practice in the field
 Macro and Micro dimensions in curriculum
 Ethos and cultural considerations
 Process of curriculum change
 Impact of technology
Areas of Curriculum Review Should
Include:

 Models of instructional design and learning
strategies
 Identification and implementation of
appropriate teaching methods
 Models & techniques of assessment &
evaluate process
 Staff development needs
 Practical application of design &b product
Areas of Curriculum Review Should
Include:

 Structure oriented theory
 Value oriented
 Content oriented
 Knowledge centered curricula
 Society centered curricula
 Process oriented theory
 Alternative curriculum approaches
 Process oriented theory
Curriculum Theories

 Analyzes the components of the curriculum
and their interrelationships
 Tend to be descriptive and explanatory
 Seeks to describe and explain how curricular
components interact within an educational
environment
 Concerned primarily with analyzing
components of the curriculum
Structured Oriented Theories

 A rationale for the curriculum
 Aims, objectives and content
 Instructional methods
 Learning materials and resources
 Tests and/or assessment measures
5 Components of the Written
Curriculum

 Critical analysis of the values and assumptions
made by curriculum makers and their products
Value Oriented Theories

 Prescriptive determination of the content of
curriculum and to be prescriptive in nature.
 Child center curricula with the child being the
beginning point, the determiner, and the shaper of
curriculum.
 Knowledge centered curricula – advocates a
knowledge centered curricula
 Society centered curricula – starting point is social
order.
Content Oriented Theories

 Description and/or prescription of how curricula
are developed or recommending how curricula
should be developed
Process Oriented Theories

 1. Focuses on the participants in the process
 2. Focus on the general tenor of the
discussions regarding curricular decisions
 3. Focus on elements that influence
curriculum decision making
Analytic System for Examining the
Curricular Processes – 13 Descriptors

 4. Focus on the starting point and concerns of
substantive deliberations
 5. Focus on those elements emphasized and the
sequence in which they are considered
 6. Focus on the organizational structure of the
course
 7. Examine the progression of the discussion
13 Descriptors - Continued

 8. Asks the researcher to be sensitive to the
curricular images and metaphors
 9. Examines problem-solving processes
 10. Examines the decisions about the form and
content of the final product

 11. Implementation plans
 12. Testing the product
 13. Examine the criteria for assessment

 Curriculum as Transmission of Information
 Curriculum as End Product
 Curriculum as Process
 Curriculum as Praxis/Awareness
Curriculum Classifications

 Technology can be a catalyst of curriculum
change. Current new research on how the brain
learns, metacognition, and learning to read have
provided constructs to be considered when
developing curriculum.
Curriculum as Change

 Envisions schools of the future as learning
communities where teachers and students infuse
technology seamlessly into classroom practice
(Patterson, 2007).
Theoretical School of the Future

Curriculum leadership chapter 3 powerpoint

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