CURRICULUMFoundations, Principals,

and Issues

FIFTH EDITION

ALLAN C. ORNSTEIN FRANCES P. HUNKINS

CHAPTER1

ByCelindaTrotter

Table of Contents

1. Curriculum Approaches2. Definition of Curriculum3. Foundations of Curriculum4. Curriculum Domains5. Theory and Practice6. Roles of the Curriculum

Workers

• ManagerialThe Managerial Approach is inclined to center its organized theory on

selecting, communicating and supervising people involved. This approach plans its curriculum in terms of programs, schedules, space, resources, equipment and personnel. It tendsto mainly focus on administration and implementation rather than subject matter.

• BehavioralThe Behavioral Approach is based on a plan that specifies step by step goals

and objectives by using logical models and strategies to formulate the curriculum. It is a rigid attitude that relies on technical and scientific principles such as models, and step by step strategies. It is the oldest and still themost dominant approach used.

• SystemsThe Systems Approach stresses the importance of engineering people

and policies into units and subunits. The curriculum is structured with diagrams, flow charts, and committees that develop the concerns of the entire school rather than thatof a department or subject.It is also referred to astotal quality management(TQM).

• ReconceptualistReconceptualist Approach is more concerned with change and reform. It

stretches its curriculum to include ideological issues while investigating and influencing social, economic, and political issues. Theory is more important that practical applications. School is considered anextension of society andshould be capable of changing society’s future.

• HumanisticThe Humanistic Approach considers all prior approaches so inflexible

that they miss the personal and social aspect of the human need to develop their natural curiosity and creative problem solving. It focuses its curriculum on life experiences, group games, field trips, and interest centers. Cooper-ative learning is stressedrather than competition.

• Academic

The Academic Approach attempts to examine and produce chief positions,

trends, and concepts on a historical and philosophical level rather than with social or practical reasoning. It is sometimes overwhelming for the learner that doesn’t have a strong adequatebackground of knowledge,but it is more subject driven, encyclopedic, andtraditionally intellectual.

Curriculum Approaches

• Behavioral• Managerial• Systems

• Academic • Humanistic

•Reconceptualist

•Background Issues

So many issues, so many variables, so many questions! Who is questioning; what is more important; when should it be taught; where is it being taught; why should it be organized in certain ways; how important is the subject matter? George A. Beauchamp says,

“The posture…with respect to the content… will be of great influence upon…theory and planning.”

Plans for achieving

goals Dealing with

Learner’s experience

System for dealing with

people

Field of study with own domains

Subject matter

and content

Definition of Curriculum

• Challenges of Definition

The definition of curriculum is often debated but must be kept broad and open to formal and informal goals. If planned or unplanned instruction is disregarded, than students may consider it not important.

•Fundamental Questions

Thirty years ago, 15 questions where developed from the work of a committee formed in 1930. Page 13 of our textbook, lists these questions. They concentrate on, “place & function of subject matter, methods & materials that facilitate learning, role of curriculum specialist, relationships among curriculum, instruction, supervision, and governmental levels of curriculum.”

• Challenges of Definition•Background Issues

•Fundamental Questions

Let’s begin by defining curriculum.

Foundations of Curriculum

ACTIVITY!

1. Philosophy2. Historical3. Psychological4. Social5. Cultural6. Political7. Economical

Curriculum Domains

• Development• Design

• Domains• Planned and Unplanned

George A. Beauchamp said, “ People cannot intelligently discuss and communicate with others about curriculum without first making very clear what their interpretation of a curriculum is.” He divided curriculum knowledge into planning, implementation, and evaluation.

1.Philosophy2.Theory3.Research4.History5.Development

6.Design7.Evaluation8.Policy9.Field of study

Linda Behar(revised by U.S. Curriculum Professors)

1.Recommended2.Written3.Taught4.Supported

5.Assessed6.Learned7.hidden

Allan Glatthorn(description of seven types of curriculum)

• DevelopmentThe Development of curriculum is considered the most essential. It is usually always provided in a step by step outline, model, or plan and based on behavioral and managerial approaches. Many times these guidelines ignore attitudes, emotions, feelings, and

faith. Open systems develop through change while closed systems tend to be rigid and inactive.

• DesignThe Design of curriculum is also extremely important. There is no set guidelines that helpcreate the design. Since it is based on the values and beliefs of education, it is usually shaped by the curriculum approach taken. Most are driven my content, especially if it

is created by a coordinator that began as teacher. It reveals what curriculum will be once its developed.

• Other DomainsOther Domains include outlooks from various scholars with unique background determined situations. Values, faith driven morals, and virtuous programs can alter the views of domain content. No matter the opinion, most all would comply to every text

including development and designs similar to Behar’s list, since it assessed 20 years of education.

• Planned and Unplanned

Planned (formal) and Unplanned (informal) curriculum coincide inevery school whether recognized or not. Planned refers to content, expectations of learning, objectives, and lesson plans; while unplanned suggests social aspects of

society, peer interaction, behavior, and personal situations. Producer vs. Thinker; Implicit vs. Null.

Theory and Practice

• Theory TO Practice• Certification

Aristotle's influential categorization of knowledge.

facts and ideas that the person already possesses

exercising of skillcultivation of wisdom and knowledge

action is not simply informed, it is also committed

• Theory to Practice

Theory describes and explains existing concepts, principles, and relationships. Practice is determined by what is applied, such as procedures, methods, and skills. The process is shown with 8 basic steps (pg20). 1.Read literature2.Identify terms3.Check existing theories4.Avoid fads5.Align theory & practice6.Test theory7.Interpret theory8.Modify theory by

reducing complexity

• Certification

Certification (endorsement, license issued by the state or school district) for curriculum jobs are not as clear-cut as they are with other professional fields. Often our curriculum leaders lack certification, leaving schools exposed to untrained groups which causes duties to be vagueand inconsistent. Non-expert policy makers are implementing standards and approving programs according to their goals, content, and subject. This issue is evident in schools and at university levels.

Roles of the Curriculum

Workers

PrincipalCurriculum Coordinator

TeacherParent

Student

Principal

Curriculum Coordinator

MS: ELA & Science Teacher

MS: Math & Parent

Student

References1. Ornstein, Allan C., & Hunkins, Frances P. (2009).

Curriculum, Foundations, Principles, and Issues (5th ed.). USA: Pearson Education, Inc.

2. Beauchamp, George A., (1984). Fundamental Curriculum Decisions (Chapter 7). Retrieved www.ditreading.files.wordpress.com/2009/08/curriculum-design.pdf

3. Smith, M. K. (1996, 2000) 'Curriculum theory and practice' the encyclopedia of informal education, www.infed.org/biblio/b-curric.htm.

4. Trotter, Celinda (Producer). (2010, August 31). Sts. Peter & Paul Catholic School. Video interviews include: Duncan, Christina, Haney, Beth; Stevenson, Lizzy; Walther, Judy; Whitworth, Robert.