Curriculum Theory

What is a Theory?The thinking that occurs within a discipline, or a coherent group of tested general propositions, commonly regarded as correct, that can be used as principles of explanation and prediction for a class of phenomena: Einstein's theory of relativity. Synonyms: principle, law, doctrine.

George Beauchamp

Sources of Theories

• Humanities

• Natural Sciences

• Social Sciences

Functions of a Theory

A. Description

• Provides a narrative classification of knowledge in a particular discipline

• Interprets the complex activities of a discipline

Functions of a Theory

B. Prediction

can predict the occurrence of as yet unobserved events on the basis of explanatory principles imbedded within it

Functions of a Theory

C. Explanation

addresses the “why” question - not only points out the relationship between phenomena but suggest the reasons for the relationships

Functions of a Theory

D. Explanation

serves as a guide - helps researchers choose data for analysis - theory generated guides further investigation

Curriculum Theory

Early Theory

Franklin Bobbitt’s The Curriculum (1918) as the starting point of theorizing in curriculum

Emphasized “looking for truth in curriculum”

Early Theory

Harold Rugg

NSSE forums to discuss pertinent ideas of curriculum design (1926)

NSSE Yearbook (1927) acknowledged fundamental differences in the curriculum field & searched for new bases of professional commonality

Early Theory

John Dewey

tried to show the relationship between schools and societylinked knowledge in the curriculum to human experiencesattempted to test curriculum theory in the schools

Early Theory

Most curricularists who dominated the 20’s & 30’s were child-centered and were not interested in formulating theory

Mid-Century (1940-1970)

Mauritz Johnson

presented a model not a theory

distinguished between curriculum plan and process of plan

discussed differences between curriculum, instruction & teacher behavior

Mid-Century (1940-1970)

Ralph Tyler (1949)

emphasis on behavioral/learner objectives

sources of curriculum:

learners

subject specialists

contemporary life

psychology

philosophy

Mid-Century (1940-1970)

James B. MacDonald

pointed out major components of schooling: curriculum, instruction, teaching & learning

and the interactions of these components.

later opposed the behavioristic approach to curriculum

Current Curriculum Era

Michael Apple, Elliot Eisner, William Pinar

addressing place of schools in our society;

preparing students for an unknown future

relevance of student needs

Theoretical Camps

Traditionalists

more concerned with practical matters than with theory - interested in curriculum planning & implementation

tend to be behaviorists

educational practice is science not an art

Theoretical Camps

Conceptual Empiricists

often in social science and view primary mission as engaging in research that will be theory producing

question why teachers are teaching what they are teaching and why they have arranged the content in the ways they have

Theoretical Camps

Reconstructionists or Reconceptualists

Focus on the individual - who controls the schools? - what is the purpose of schooling?

How do we liberate schools from the political & economic establishment?

Aims, Goals & Objectives

Education must be purposeful -

It must have a direction

Most General = Aims

Most Specific = Objectives

Aims, Goals & Objectives

Aims - General Statements that provide both shape and direction to the more

specific actions of the curriculum

“building worldmindedness”

Aims, Goals & Objectives

Ralph Tyler 1. Developing self-realization

2. Making individuals literate, encouraging social mobility

3. Providing skills & understanding necessary for productive employment

4. Furnishing tools requisite for making effective choices

5. Furnishing tools necessary for continued learning

Sources of Aims

Herbert Spencer’s Report (1859)

“What knowledge is of most worthy?”

1. Direct self-preservation

2. Indirect self-preservation

3. Parenthood

4. Citizenship

5. Leisure activities

Sources of AimsCardinal Principles - NEA (1918)

1. Health

2. Command of Fundamental Processes

3. Worthy Home Membership

4. Vocational Education

5. Civic Education

6. Worthy use of Leasure

7. Ethical Character

Sources of Aims

NEA Educational Policies Commission (1944)

Saleable skills

Good health & physical fitness

Rights and duties of citizens

Understanding significance of family

Knowledge of how to purchase goods

Understanding methods of science

Sources of Aims

Development of capacities to appreciate

beauty in art, literature & music

Use of leisure time

Respect for other persons

Ability to think rationally

NEA Educational Policies Commission (1961)

After Sputnik - stressed intellectual excellence & thinking capacities

Sources of Aims

Nation at Risk (1983)

Focused on need for higher standards & expectations by having more rigorous

standards

Concern with excellence reflects changing “aims” of education

No Child Left Behind (2001)

• High Stakes Testing

• Emphasis on Content

• Closing Achievement Gap

• Annual Yearly Progress

Goals of Education

Goals are statements of purpose

Goals are specific statements designed as guidelines to achieve particular purpose

“Students will become aware of the various nations of the world and the roles they play in a world

community.”

Objectives

Objectives indicate in more specific terms the outcomes of the curriculum

Behavioral Objectives - objectives stated precisely will improve the quality of teaching and learning

A meaningful objective must be measurable

Objectives

“Students will be able to describe the countries on the Asian continent and be able to provide five examples of products these

countries export to the United States.”

Objectives

Robert Mager

Objectives must describe 1) behavior of learner; 2) conditions; 3) proficiency level

Biggest advantage is the clarity of communication they foster