Revised Fall 2017

EDCI 6220.001CONCEPTUAL MODELS OF CURRICULUM DEVELOPMENTClass Meetings: Thursdays of Weeks 1, 3, 5, 7, 9, 11, 14, 15, 16; 5:30-8:30 p.m.Independent Study on Blackboard Learn: Thursdays of Weeks 2, 4, 6, 8, 10, 12, 13

DR. JAMES D. LANEYMATTHEWS HALL 206 EOFFICE HOURS: Thursdays, 3:30-5:30 p.m., on in-class meeting nights; or by appointment.OFFICE: (940) 565-2602HOME: (940) 387-3082E-MAIL: Jim.Laney@unt.eduFAX: (940) 565-4952

OBJECTIVE

The student will be able to describe, analyze, and apply conceptual models of (1) curriculum theory, (2) curriculum development, and (3) curriculum inquiry and research.

REQUIRED TEXTBOOKS

English, F.W. (2010). Deciding what to teach and test: Developing, aligning, and auditing the curriculum. Newbury Park, California: Corwin Press, Inc. (Earlier editions are also acceptable.)

Flinders, D.J., & Thornton, S.J., Editors (2017). The curriculum studies reader. Fifth edition. New York: Routledge.

OPTIONAL TEXTBOOK

McNeil, J.D. (2015). Contemporary curriculum in thought and action. Eighth edition. Hoboken, New Jersey: John Wiley & Sons. (Earlier editions are also acceptable.)

SELECTED INSTRUCTOR REFERENCES

Doll, R.C. (1996). Curriculum improvement: Decision making and process. Ninth edition. Boston: Allyn & Bacon.

Glatthorn, A.A. (1994). Developing a quality curriculum. Alexandria, Virginia: Association of Supervision and Curriculum Development.

McNeil, J.D. (1981, 1985, 1990, 2006, 2009, 2015). Curriculum: A comprehensive introduction. Boston: Little, Brown & Company.

TENTATIVE SCHEDULE

Week 1—August 31 (Class Meeting)

Course introduction.

Introduce the reading assignment on Curriculum Movements from 1860 to 1995 and on the Historical Foundation of American Education. Divide up topics for the mini-assignment listed under 1.1.4. in the Blackboard Learn Table of Contents (People Who Have Influenced the Movement Toward Curriculum Improvement in the U.S.; Educational Leaders Who Have Produced Ideas With an Indirect Effect on Curriculum Reform).

Week 2—September 7 (Independent Study Assignments Using Blackboard Learn)

Complete the reading assignment on Curriculum Movements from 1860 to 1995 and on the Historical Foundation of American Education found in either the Course Content section or Assignment section of Blackboard Learn. Also, do the mini-assignment under 1.1.4. in the Blackboard Learn Table of Contents (People Who Have Influenced the Movement Toward Curriculum Improvement in the U.S.; Educational Leaders Who Have Produced Ideas With an Indirect Effect on Curriculum Reform). Research one influential person and one educational leader as assigned previously in class. Do a Google search at www.google.com on your assigned persons, and/or do a library search on your assigned persons. Write brief notes on your assigned persons and post your notes under Assignments on Blackboard Learn. Make enough copies/handouts of your notes for distribution to all class members next week in class.

Read Franklin Bobbitt’s Scientific Method in Curriculum-making (Flinders & Thornton, Ch. 1). Write a short summary/reflection on this chapter following the guidelines noted in the syllabus. Post your summary/reflection under Assignments on Blackboard Learn.

Read John Dewey’s My Pedagogic Creed (Flinders & Thornton, Ch. 3). Write a short summary/reflection on this chapter following the guidelines noted in the syllabus. Post your summary/reflection under Assignments on Blackboard Learn.

Read The Function of Curriculum in Schools (English, Ch. 1). Slides and notes on this chapter can be found under 1.1.1. and 1.1.2. in the Blackboard Learn Table of Contents. Be prepared to answer the 9 discussion questions on this chapter, which are listed under 1.1.3. in the Table of Contents on Blackboard Learn, during our discussion session in class next week.

Work on your analysis of a published curriculum/program by finding a curriculum/program to analyze.

Week 3—September 14 (Class Meeting)

Bring your syllabus, textbooks, and handouts to class.

Using the 6 discussion questions listed under 2.1.1. and 2.1.2. in the Blackboard Learn Table of Contents (and also in my syllabus), we will debrief Franklin Bobbitt’s Scientific Method in Curriculum-making and John Dewey’s My Pedagogic Creed. (We will divide up these questions in class. It will be helpful to bring a hard copy of the questions to class.)

We will share our research notes on influential people/educational leaders in curriculum improvement/reform.

We will conduct an in-class discussion session on The Function of Curriculum in Schools (English, Ch. 1) using the 9 discussion questions on this chapter, which are listed under 1.1.3. in the Table of Contents on Blackboard Learn.

We will also begin work on the first step of our curriculum development project (generating value statements/ideology and mission statement) using handouts that I shall provide. Complete for homework as needed.

Week 4—September 21 (Independent Study on Blackboard Learn)

View the slide show and read my notes on the Social Reconstructionist Curriculum under 4.1.1. and 4.1.2. in the Blackboard Learn Table of Contents. Respond to the 2 discussion questions under 4.1.3. in the Blackboard Learn Table of Contents and post your responses under Assignments on Blackboard Learn.

Read George S. Counts’ Dare the School Build a New Social Order? (Flinders & Thornton, Ch. 6), William F. Pinar’s The Reconceptualization of Curriculum Studies (Flinders & Thornton, Ch. 14), and Paulo Freire’s The Adult Literacy Process as Cultural Action for Freedom (Flinders & Thornton, Ch. 15). Write a short summary/reflection for each chapter using the guidelines noted in the syllabus. Post your summaries/reflections under Assignments on Blackboard Learn.

View the slide presentation and read my notes on the Historical Foundations of Curriculum Decision Making under 3.1.1. and 3.1.2. in the Blackboard Learn Table of Contents. Do the mini-assignment under 3.1.4. in the Blackboard Learn Table of Contents (Narrating the Curriculum History of Your Own School System). Post your response to the assignment under Assignments on Blackboard Learn.

View the slide presentation and read my notes on Philosophical Foundations of Curriculum Decision Making under 3.2.1. and 3.2.2. in the Blackboard Learn Table of Contents. Respond to the discussion question/task under 3.2.3. in the Blackboard Learn Table of Contents and post your response under Assignments on Blackboard Learn. Do the mini-assignment under 3.2.4. in the Blackboard Learn Table of Contents (Describing the Educational Philosophy of Your Own

School) and post your response under Assignments on Blackboard Learn.

Work on your analysis of a published curriculum/program, following the guidelines in the syllabus.

Week 5—September 28 (Class Meeting)

Bring your syllabus, textbooks, and handouts to class.

Using the 5 discussion questions listed under 2.3.1., 2.4.1., and 2.5.1. in the Blackboard Learn Table of Contents (and also in my syllabus), we will debrief the following: George S. Counts’ Dare the School Build a New Social Order; William F. Pinar’s The Reconceptualization of Curriculum Studies; and Paulo Freire’s The Adult Literacy Process as Cultural Action for Freedom.

We will share our products from last week’s historical foundations and philosophical foundations assignments.

We will finalize our value statements/ideology and mission statement for the curriculum development project.

Week 6 —October 5 (Independent Study on Blackboard Learn)

View the slide show and read my notes on the Humanistic Curriculum under 4.2.1. and 4.2.2. in the Blackboard Learn Table of Contents. Respond to the 2 discussion questions under 4.2.3. and post your responses under Assignments on Blackboard Learn.

Read Maxine Greene’s Curriculum and Consciousness (Flinders & Thornton, Ch. 13). Write a short summary/reflection on this chapter using the guidelines noted in the syllabus. Post your summary/reflection under Assignments on Blackboard Learn.

View the slide show and read my notes on Technology and the Curriculum under 4.3.1. and 4.3.2. in the Blackboard Learn Table of Contents. Write short responses to the 3 discussion questions under 4.3.3. in the Blackboard Learn Table of Contents. Post your responses under Assignments on Blackboard Learn.

Read Milbrey W. McLaughlin’s Implementation as Mutual Adaptation: Change in Classroom Organization (Flinders & Thornton, Ch. 18) prior to our in-class discussion session next week. We will NOT do a summary/reflection on this chapter because it is the subject of our discussion session next week. Be prepared to summarize the main points of the chapter, to answer the discussion question under 2.7.1. in the Blackboard Learn Table of Contents (and also in my syllabus), and to make some personal connections to the content of the chapter.

View the slide show and read my notes on the Academic Subject Curriculum under 4.4.1. and 4.4.2. in the Blackboard Learn Table of Contents. Write short responses to the 3 discussion questions under 4.4.3. in the Blackboard Learn Table of Contents. Post your responses under Assignments on Blackboard Learn.

Read Mortimer Adler’s The Paideia Proposal (Flinders & Thornton, Ch. 16) and Nel Noddings’ The False Promise of the Paideia: A Critical Review of the Paideia Proposal (Flinders & Thornton, Ch. 17). Write one short summary/reflection on these 2 chapters (together, not separately) using the guidelines in the syllabus. Post your summary/reflection under Assignments on Blackboard Learn.

Read A Template for Curriculum Construction (English, Ch. 2). Slides and notes on this chapter can be found under 1.2.1. and 1.2.2. in the Blackboard Learn Table of Contents.

Work on your analysis of a published curriculum/program, following the guidelines in the syllabus.

Week 7—October 12 (Class Meeting)

Bring your syllabus, textbooks, and handouts to class.

Using the discussion question(s) listed in my syllabus, we will debrief Maxine Greene’s Curriculum and Consciousness.

We will have an in-class discussion session on Milbrey W. McLaughlin’s Implementation as Mutual Adaptation: Change in Classroom Organization, summarizing the main points in the chapter, answering the discussion question under 2.7.1. in the Blackboard Learn Table of Contents (and also in my syllabus), and making some personal connections to the content of the chapter.

Using the discussion question(s) listed in my syllabus, we will debrief Adler’s The Paideia Proposal and Noddings’ The False Promise of the Paideia: A Critical Review of the Paideia Proposal.

We will also work on the curriculum development project (Document A: 12th Grade Graduation Goals), so bring the packet of handouts I gave to you. Complete for homework as needed.

Week 8—October 19 (Independent Study on Blackboard Learn)

Read Jerome Bruner’s “Man: A Course of Study (Flinders & Thornton, Ch. 9). Write a short summary/reflection on this chapter using the guidelines noted in the syllabus. Post your summary/reflection under Assignments on Blackboard Learn.

Read W. James Popham’s Objectives (Flinders & Thornton, Ch. 10). Write a short

summary/reflection on this chapter using the guidelines noted in the syllabus. Post your summary/reflection under Assignments on Blackboard Learn.

Read Elliot W. Eisner’s Educational Objectives—Help or Hindrance? (Flinders & Thornton, Ch. 11). Write a short summary/reflection on this chapter using the guidelines noted in the syllabus. Post your summary/reflection under Assignments on Blackboard Learn.

View the slide show and read my notes on Models for Determining Curriculum Ends: Needs Assessment Model under 5.1.1. and 5.1.2. in the Blackboard Learn Table of Contents. Using the handout provided to you in class and working independently/individually, do the class activity referred to under 5.1.3. in the Blackboard Learn Table of Contents (Analysis of Data from a Curriculum Problems and Concerns Questionnaire). Post your response under Assignments on Blackboard Learn.

Work on your analysis of a published curriculum/program, following the guidelines in the syllabus.

Week 9—October 26 (Class Meeting)

Bring your syllabus, textbooks, and handouts to class.

Using the 6 discussion questions listed under 2.8.1., 2.9.1., and 2.5.1. in the Blackboard Learn Table of Contents (and also in my syllabus), we will debrief the following: Jerome Bruner’s Man: A Course of Study; James Popham’s Objectives; and Elliot W. Eisner’s Educational Objectives—Help or Hindrance?.

We will discuss your individual responses to the following activity: Analysis of Data from a Curriculum Problems and Concerns Questionnaire.

We will finalize the 12th grade graduation goals for our curriculum development project.

Week 10—November 2 (Independent Study on Blackboard Learn) Refer back to the slides and notes on Models for Determining Curriculum Ends: Needs Assessment Model under 5.1.1. and 5.1.2. in the Blackboard Learn Table of Contents. Using the handout provided to you in class, do the mini-assignment referred to under 5.1.4. in the Blackboard Learn Table of Contents (Assessing District Needs). Which components are needs? Which are high priority (rating of 1)? Middle priority (rating of 2)? Low priority (rating of 3)? Why? You may write directly on the handout provided in class and make a pdf copy of your mini-assignment to post under Assignments in Blackboard Learn. Be prepared to share your list of needs, ratings, and reasons during next week’s in-class discussion session. We will share, compile, and discuss everyone’s data at that time.

View the slide show and read my notes on Determining Curriculum Ends--The Rational Model (Ralph Tyler’s Rationale) under 5.2.1. and 5.2.2. in the Blackboard Learn Table of Contents.

Read Ralph W. Tyler’s Basic Principles of Curriculum and Instruction (Flinders & Thornton, Ch. 6). Write a short summary/reflection on the chapter using the guidelines noted in the syllabus. Post your summary/reflection under Assignments on Blackboard Learn.

Read Aligning the Curriculum (English, Ch. 3). Slides and notes on this chapter can be found under 1.3.1. and 1.3.2. in the Blackboard Learn Table of Contents.

Work on your analysis of a published curriculum/program, following the guidelines in the syllabus.

Week 11—November 9 (Class Meeting)

Bring your syllabus, textbooks, handouts, and Assessing District Needs data to class.

Based on the Assessing District Needs mini-assignment, we will share, compile, and discuss your data.

Using the discussion question(s) listed in my syllabus, we will debrief Tyler’s Basic Principles of Curriculum and Instruction.

We will also work on the curriculum development project (Document B: Content Standards, Document C: Assessment Specifications), so bring the packet of handouts I provided you in class. Complete Document B for homework as needed.

Week 12—November 16 (Independent Study on Blackboard Learn)

Read Elliot W. Eisner’s What Does It Mean to Say a School Is Doing Well? (Flinders & Thornton, Ch. 24). Write a short summary/reflection on this chapter. Post your summary/reflection under Assignments on Blackboard Learn.

Read Michael W. Apple’s We Are the New Oppressed: Gender, Culture, and the Work of Home Schooling (Flinders & Thornton, Ch. 30). Write a short summary/reflection on this chapter. Post your summary/reflection under Assignments on Blackboard Learn.

Read Nel Noddings’ The Common Core Standards (Flinders & Thornton, Ch. 32). Write a short summary/reflection on this chapter. Post your summary/reflection under Assignments on Blackboard Learn.

View the slide show and read my notes on the Futurist Model for Determining Curriculum Ends

under 5.3.1. and 5.3.2. in the Blackboard Learn Table of Contents.

View the slide show and read my notes on the Vocational or Training Model for Determining Curriculum Ends under 5.4.1. and 5.4.2. in the Blackboard Learn Table of Contents.

Work on your analysis of a published curriculum/program, following the guidelines in the syllabus.

Week 13 —November 23 (Independent Study on Blackboard Learn & Thanksgiving)

Review the slide show and re-read my notes on Determining Curriculum Ends--The Rational Model (Ralph Tyler’s Rationale) under 5.2.1. and 5.2.2. in the Blackboard Learn Table of Contents.

View the slide show and read my notes on Social and Cultural Forces Affecting Curriculum Decisions under 5.5.1.1. and 5.5.1.2. in the Blackboard Learn Table of Contents. Do the 2 activities/questions under 5.5.1.3. in the Blackboard Learn Table of Contents. Write a short response to each of these activities/questions and post your responses under Assignments on Blackboard Learn.

View the slide show and read my notes on Subject Matter: Its Role in Decision Making under 5.5.2.1. and 5.5.2.2. in the Blackboard Learn Table of Contents. Write brief answers to the 6 discussion questions under 5.5.2.3. in the Blackboard Learn Table of Contents. Post your responses under Assignments on Blackboard Learn.

View the slide show and read my notes on Psychological Bases for Curriculum Decisions under 5.5.3.1. and 5.5.3.2. in the Blackboard Learn Table of Contents. Do the class activity and answer the question under 5.5.3.3. in the Blackboard Learn Table of Contents. Post your response under Assignments on Blackboard Learn.

View the slide show and read my notes on Evaluation of Curriculum Programs and Projects under 6.1. and 6.2. in the Blackboard Learn Table of Contents. Read Auditing the Curriculum (English, Ch. 4). Slides and notes on this chapter can be found in under 1.4.1. and 1.4.2. in the Blackboard Learn Table of Contents.

Work on your analysis of a published curriculum/program, following the guidelines in the syllabus.

Week 14—November 30 (Class Meeting)

Bring your syllabus, textbooks, and handouts to class. Using the discussion questions listed in my syllabus, we will debrief the following: Eisner’s What Does It Mean to Say a School Is Doing Well?; Apple’s We Are the New Oppressed: Gender, Culture, and the Work of Home Schooling; and Noddings’ The Common Core Standards.

With respect to the curriculum development project, we will (1) share our products for Document B: Content Standards and (2) work on Document C: Assessment Specifications, so bring the packet of handouts I distributed to you in class. Complete Document C for homework as needed.

Prior to week 15, finish work on your analysis of a published curriculum/program, following the guidelines noted in the syllabus. Post your products (paper and oral presentation handouts/ visuals) under Assignments on Blackboard Learn prior to week 15. Make enough hard copies of your oral presentation handouts/visuals (i.e. outline and/or PowerPoint) for distribution to class members during the week 15 class meeting

Week 15—December 7 (Independent Study on Blackboard Learn).

Individuals will make short presentations on their analysis of a published curriculum/program.

Week 16—December 14 (Class Meeting/Culminating Experience).

Sharing “clear and unclear windows.”

ASSIGNMENTS/PROJECTS, DUE DATES, ABSENCES, AND FINAL COURSE GRADE

1. Summaries and reflections on selected chapters read from Flinders & Thornton (2017)—20% of final grade; requirements and due date(s) as specified in the tentative schedule. Each chapter summary/reflection is worth 1.43 points x 14 chapters in all = 20.02 points total.

2. Responses to discussion questions—20% of final grade; requirements and due date(s) as specified in the tentative schedule. Each discussion response is worth 2.22 points x 9 discussions in all = 19.98 points total.

3. Mini-assignments—20% of final grade; requirements and due date(s) as specified in the tentative schedule. Each mini-assignment is worth 5 points x 4 mini-assignments in all = 20 points total.

4. Curriculum development project—10% of final grade; requirements and due date(s) to be specified by the instructor during class meetings; most of the work will be done in class; final products will be sent to the instructor under Assignments on Blackboard Learn.

5. Analysis of a published curriculum/program (C&I majors)—30% of final grade; due week 15. The paper and presentation are worth 30 points total.

6. “Clear and Unclear Windows”; due week 16 as the course’s culminating experience.

Assignment postings should be completed by 8:00 a.m. on the Wednesday prior to the next class

meeting. Late assignments will be subject to a deduction of points and/or to the lowering of the final letter grade for the course--at the discretion of the instructor. The instructor reserves the right to change course assignments, projects, and examinations throughout the semester. If, in the opinion of the instructor, any assignment is not completed at a satisfactory, mastery level, an incomplete (I) or failing grade (F) may be given for the course--at the discretion of the instructor. Class participation and attendance will be considered in assigning the final course grade (2 absences = drop 1 letter grade; 3 or more absences = F for the course).

CHAPTER SUMMARIES AND REFLECTIONS

For each chapter/reading from Flinders & Thornton (2017), write, in paragraph form across no more than one to two pages, (1) a brief summary of the author’s main ideas and (2) a personal reflection. Devote more time/space to reflecting rather than summarizing. Use one or more of the questions below to stimulate your reflective response to each reading.

1. How did you feel about what you read?2. Had you thought about this topic before?3. How does what you read compare with your previous ideas and experiences?4. In what ways have your ideas changed? Why?5. If the ideas presented contrasted with what you previously thought or believed, yet you

did not change them, explain why.6. What did you find most interesting?7. How will what you read influence what you will do in your classroom, school, or school

district?8. How does what you read influence you personally as a reader, writer, and/or thinker?9. What most surprised you?10. What do you agree/disagree with?11. What is your opinion of what you read?12. Did you learn anything new? What?13. What questions or concerns were raised by the reading?14. What do you want/hope/need to learn more about?15. How did you make sense of what you read?16. How does what you read relate to what we have learned in class?

Note: Interesting facts on the authors can be found on the Internet. Use Google (www.google.com) to search the entire web for background information on each author.

DEBRIEFING QUESTIONS FOR CHAPTERS IN FLINDERS & THORNTON (2017)(to be discussed during our in-class sessions)

Note: Interesting facts on the authors can be found on the Internet. Use Google to search the entire web for background information on each author.

Chapter 1, Franklin Bobbitt’s Scientific Method in Curriculum-making1. How does one become educated?2. What is the scientific process for deriving educational objectives?3. What is the scientific process of curriculum development?4. What problem(s), if any, do you see with Bobbitt’s theories?

Chapter 3, John Dewey’s My Pedagogic Creed1. Summarize, in 1-2 sentences and in your own words, each of Dewey’s 5 articles.2. Compare and contrast Dewey’s and Bobbitt’s notions about how one becomes

educated.

Chapter 6, George S. Count’s Dare the School Build a New Social Order?1. Compare and contrast the societal component of Dewey’s and Count’s theories of

curriculum.2. Upon what collectivist/social reconstructionist ideas is Count’s theory of curriculum

based?

Chapter 14, William F. Pinar’s The Reconceptualization of Curriculum Studies1. Compare and contrast the beliefs of the Traditionalists, Conceptual-empiricists, and

Reconceptualists. What are the major viewpoints of each?

Chapter 15, Paulo Freire’s The Adult Literacy Process as Cultural Action for Freedom1. What tenets of the social reconstructionist curriculum are evident in Freire’s writing?

Chapter 13, Maxine Greene’s Curriculum and Consciousness1. What elements of the humanistic conception of the curriculum are evident in

Greene’s chapter?2. According to Greene, how does learning occur and how should curriculum be

presented to facilitate this learning?

Chapter 18, Milbrey Wallin McLaughlin’s Implementation as Mutual Adaptation: Change in Classroom Organization

1. One weakness of the technologists’ model of curriculum development is that it does not give sufficient attention to implementation of the products and the dynamics of innovation. Just developing a more effective product is often not enough. Unless attention is given to changing the wider environment (school organization, teachers’ attitudes, community views), the good product may not be used or at least not in a way that will fulfill its promise. How might school environments have to change in order to take maximum advantage of new technological materials?

Chapter 16, Mortimer Adler’s The Paideia Proposal and Chapter 17, Nel Noddings’ The False Promise of the Paideia Proposal

1. List arguments for and against the Paideia Proposal. Which stance would you take? Why?

2. Compare and contrast John Dewey’s and Robert Hutchins’ views related to the Paideia Proposal.

3. What educational philosophies are represented in these two chapters?

Chapter 9, Jerome Bruner’s Man: A Course of Study1. What conception of the curriculum does Bruner’s curriculum represent? Justify your answer. What is meant by “structure of the disciplines”?2. Would Bruner’s curriculum be controversial today? Why/why not?3. What survives of Bruner’s curriculum today?

Chapter 10, James Popham’s Objectives1. Does the sample outcome indicator provided by English (2000) meet Popham’s (1972)

guidelines for objectives? (At the conclusion of the 12th grade, the student will be able to read the editorial page of The New York Times with 100% accuracy and be able to point out instances of arguments not based on logic or fact.)

2. What are the limitations of behavioral/performance objectives?

Chapter 11, Elliot W. Eisner’s Educational Objectives—Help or Hindrance?1. Which of Eisner’s arguments about the limitations of curriculum theory concerning

educational objectives) do you agree/disagree with? Why?

Chapter 7, Ralph W. Tyler’s Basic Principles of Curriculum and Instruction1. Describe the characteristics of a child of a certain age/developmental level. What

educational objectives are implied?2. Describe some aspect of contemporary life. What educational objectives are implied

(at a selected grade/educational level)?3. As a subject area specialist, describe some major functions of your subject area.

What educational objectives are implied (at a selected grade/educational level)?4. What educational philosophy is related to each of the three sources of educational

objectives (child, society, subject matter)?

Chapter 24, Elliot W. Eisner’s What Does It Mean When a School Is Doing Well?1. Create a school evaluation system based on Eisner’s ideas. In the absence of testing, how

would you go about answering some of Eisner’s questions?

Chapter 30, Michael W. Apple’s We Are the Oppressed: Gender, Culture, and the Work of Home Schooling

1. In a few sentences, summarize what Apple is saying about gender, culture, and the work of home schooling

2. Are Apple’s ideas applicable to the schools you know best? If so, how?

Chapter 32, Nell Noddings’ Common Core Standards1. What are the pros and cons of the Common Core Standards?

2. Are the Texas Career and College Readiness Standards similar to the Common Core in content and intent? If so, how? How is TCCRS being applied in schools or school districts you know best?

ANALYSIS OF A PUBLISHED CURRICULUM/PROGRAM

You are to select a curriculum for a specific grade and subject that you will critique. Your critique will be in the form of a publishable paper of 10-15 pages using APA format (6th edition). You may work individually or in groups of 2 or 3. In your paper you should: (1) discuss the underlying principles upon which the curriculum is based and locate the curriculum in one of McNeil’s curriculum traditions, i.e., humanistic, social reconstructionist, systemic, academic; (2) examine the curriculum’s explicit and implicit principles and learning objectives regarding the acts and processes of teaching and learning; (3) discuss how the curriculum reflects social values, historical trends, and/or ideological points of view; (4) locate the curriculum in relation to McNeil’s models of curriculum decision-making (Ch. 5); (5) discuss your assessment of the strengths and weaknesses of the curriculum in terms of curriculum standards, alignment and methods of evaluation.

Sample Outline:I. Description and Background (Social and Historical Context)II. Ideological and/or Philosophical FoundationsIII. Relevant Conception(s) of the CurriculumIV. Relevant Model(s) for Curriculum Decision-makingV. Teaching/Learning Principles and/or TheoriesVI. Curriculum Standards, Alignment, and Evaluation

Grading Criteria: Accuracy of information Use of supporting details, concrete examples, and sound logic/reasoning to back up

assertions Organization and coherence Evidence of reflective thought—connecting ideas, readings, personal experiences, theory-

practice, etc. Use of compare/contrast where appropriate—similarities and differences—with respect to

other curriculum programs, ideologies, philosophies, curriculum conceptions, curriculum decision-making models, etc.

Be prepared to present an executive summary of your paper to your fellow students at our last class meeting. Include some kind of visual aid—handout, transparency, and/or PowerPoint.

CONCEPTUAL MODELS OF CURRICULUM DEVELOPMENT:A CONTENT OUTLINE FOR EDCI 6220

I. Deciding What to Teach and Test: Developing, Aligning, and Auditing the Curriculum (English, 1992, 2000, 2010)A. The Function of Curriculum in SchoolsB. A Template for Curriculum ConstructionC. Aligning the Curriculum

1. Frontloading2. Backloading

D. Auditing the CurriculumII. Foundations of Curriculum Decision Making (Doll, 1996)

A. HistoricalB. Philosophical

III. Four Conceptions of the Curriculum (McNeil, 1990, 2006, 2009, 2015)A. The Humanistic CurriculumB. The Social Reconstructionist CurriculumC. Technology and the CurriculumD. The Academic Subject Curriculum

IV. Four Models for Determining Curriculum Ends (Doll, 1996; McNeil, 1990, 2006, 2009, 2015)A. The Needs Assessment ModelB. The Rational Model

1. Social and Cultural Forces Affecting Curriculum Decisions2. Subject Matter: Its Role in Decision Making3. Psychological Bases for Curriculum Decisions

C. The Futurist ModelD. The Vocational or Training Model

V. Evaluation of Curriculum Programs and Projects (Doll, 1996)

The Educator as Agent of Engaged Learning:

Improving the quality of education in Texas schools and elsewhere is the goal of programs for the education of educators at the University of North Texas. To achieve this goal, programs leading to teacher certification and advanced programs for educators at the University of North Texas 1) emphasize content, curricular, and pedagogical knowledge acquired through research and informed practice of the academic disciplines, 2) incorporate the Texas Teacher Proficiencies for learner centered education, 3) feature collaboration across the university and with schools and other agencies in the design and delivery of programs, and 4) respond to the rapid demographic, social, and technological change in the United States and the world.

The educator as agent of engaged learning summarizes the conceptual framework for UNT's basic and advanced programs. This phrase reflects the directed action that arises from simultaneous commitment to academic knowledge bases and to learner centered practice. "Engaged learning" signifies the deep interaction with worthwhile and appropriate content that occurs for each student in the classrooms of caring and competent educators. "Engaged learning" features the on-going interchange between teacher and student about knowledge and between school and community about what is worth knowing. This conceptual framework recognizes the relationship between UNT and the larger community in promoting the commitment of a diverse citizenry to life-long learning. In our work of developing educators as agents of engaged learning, we value the contributions of professional development schools and other partners and seek collaborations which advance active, meaningful, and continuous learning.

Seeing the engaged learner at the heart of a community that includes educators in various roles, we have chosen to describe each program of educator preparation at UNT with reference to the following key concepts, which are briefly defined below.

1. Content and curricular knowledge refer to the grounding of the educator in content knowledge and knowledge construction and in making meaningful to learners the content of the PreK-16 curriculum.

2. Knowledge of teaching and assessment refers to the ability of the educator to plan, implement, and assess instruction in ways that consistently engage learners or, in advanced programs, to provide leadership for development of programs that promote engagement of learners.

3. Promotion of equity for all learners refers to the skills and attitudes that enable the educator to advocate for all students within the framework of the school program.

4. Encouragement of diversity refers to the ability of the educator to appreciate and affirm formally and informally the various cultural heritages, unique endowments, learning styles, interests, and needs of learners.

5. Professional communication refers to effective interpersonal and professional oral and written communication that includes appropriate applications of information technology.

6. Engaged professional learning refers to the educator's commitment to ethical practice and to continued learning and professional development.

Through the experiences required in each UNT program of study, we expect that basic and advanced students will acquire the knowledge, skills, and dispositions appropriate to the educational role for which they are preparing or in which they are developing expertise.

A broad community stands behind and accepts responsibility for every engaged learner. UNT supports the work of PreK-16 communities through basic and advanced programs for professional educators and by promoting public understanding of issues in education.

Ethical Behavior and Code of Ethics: The Teacher Education & Administration Department expects that its students will abide by the Code of Ethics and Standard Practices for Texas Educators (Chapter 247 of the Texas Administrative Code www.sbec.state.tx.us) and as outlined in Domain IV: Fulfilling Professional Roles and Responsibilities of the Pedagogy and Professional Responsibilities (PPR) Texas Examination of Educator Standards (TExES); and as also addressed in codes of ethics adopted by professionals in the education field such as the National Education Association (NEA) and the American Federation of Teachers (AFT).

Submitting Work: All assignments will be submitted via Blackboard Learn. Assignments posted after the deadline will be considered late and points will be deducted from the final grade.

Grading and Grade Reporting: Grading rubrics for all assignments can be found on the course Blackboard Learn website with the assignment. Students are encouraged to review the grading rubrics to guide them in successfully completing all assignments.

Writing Policy: Teachers are judged on the accuracy of everything they write, whether it is a letter to parents or an email to a principal or a worksheet for students. Your written products – including, but not limited to, papers, lesson plans, and emails – should include appropriate and accurate spelling, grammar, punctuation, syntax, format, and English usage. You should expect that all assignments will be evaluated on these writing skills, in addition to any other expectations of a particular assignment. The UNT Writing Lab (Sage Hall 152) offers one-on-one consultation to assist students with their writing assignments. To use this resource, call (940) 565-2563 or visit https://ltc.unt.edu/labs/unt-writing-lab-home.

Teacher Education & AdministrationDepartmental Policy Statements

UNT Career Connect: All undergraduate students are expected to participate in “UNT Career Connect.” Each student needs to set up a UNT e-portfolio for this purpose. As a UNT student engages in real-life, career-related experiences in curricular and/or co-curricular settings, s/he should upload documentation of these experiences into his/her UNT e-portfolio. Course instructors will help students identify appropriate experiences and accompanying documentation/artifacts for inclusion in the e-portfolio. Through their respective e-portfolios, students are able to make connections across their student experiences and reflect upon their learning and skills in order to prepare them with marketable skills for careers and graduate degrees. The e-portfolio also serves as a useful device for future job interviews. Career Connect places emphasis on important job skills such as communication, teamwork, and critical thinking. For students seeking teacher certification, these on-the-job skills will be evaluated during student teaching using the North Texas Appraisal of Classroom Teaching (NTACT) or its successor instrument. Follow this link to learn more and to set up your personal e-portfolio: http://careerconnect.unt.edu/default .

Disabilities Accommodation: “The University of North Texas complies with Section 504 of the 1973 Rehabilitation Act and with the Americans with Disabilities Act of 1990. The University of North Texas provides academic adjustments and auxiliary aids to individuals with disabilities, as defined under the law. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring accommodation, please see the instructor and/or contact the Office of Disability Accommodation at 940-565-4323 during the first week of class.” Dr. Jemimah Young is the compliance officer and contact person for the Department of Teacher Education & Administration.

Observation of Religious Holidays: If you plan to observe a religious holy day that coincides with a class day, please notify your instructor as soon as possible.

Academic Integrity: Students are encouraged to become familiar with UNT’s policy on Student Standards of Academic Integrity: http://policy.unt.edu/sites/default/files/untpolicy/pdf/7-Student_Affairs-Academic_Integrity.pdf. Academic dishonesty, in the form of plagiarism, cheating, or fabrication, will not be tolerated in this class. Any act of academic dishonesty will be reported, and a penalty determined, which may be probation, suspension, or expulsion from the university.

Acceptable Student Behavior: Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Dean of Students to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at https://deanofstudents.unt.edu/conduct.

Attendance: See the instructor’s attendance policy.

Eagle Connect: All official correspondence between UNT and students is conducted via Eagle Connect and it is the student's responsibility to read their Eagle Connect Email regularly.

Cell Phones and Laptops: Students should turn off cell phones when they are in class unless the phones are being used for learning activities associated with the course. Similarly, laptops should be turned off, unless they are being used to take class notes and/or participate in class activities.

SPOT: The Student Perceptions of Teaching (SPOT) is expected for all organized classes at UNT. This brief online survey will be made available to you at the end of the semester, providing you a chance to comment on how this class is taught. I am very interested in the feedback I get from students, as I work to continually improve my teaching. I consider the SPOT to be an important part of your participation in this class.

Collection of Student Work: In order to monitor students' achievement, improve instructional programs, and publish research findings, the Department of Teacher Education and Administration collects anonymous student work samples, student demographic information, test scores, and GPAs to be analyzed by internal and external reviewers.

TK20: Some undergraduate and graduate education courses require assignments that must be uploaded and assessed in the UNT TK20 Assessment System. This requires a one-time purchase of TK20, and student subscriptions are effective for seven years from the date of purchase. Please go to the following link for directions on how to purchase TK20: http://www.coe.unt.edu/tk20-campus-tools. Announcements regarding TK20 will also be posted on this website.

Comprehensive Arts Program Policy. The Elementary Education program area supports a comprehensive arts program to assist preservice and inservice teachers to design and implement curricular and instructional activities which infuse all areas of the arts (visual, music, theater, and movement) throughout the elementary and middle school curriculum.

Technology Integration Policy. The Elementary, Secondary, and Curriculum & Instruction program areas support technology integration to assist preservice and inservice teachers to design and implement curricular and instruction activities which infuse technology throughout the K-12 curriculum.

TExES Test Preparation. To meet state requirements for providing 6 hours of test preparation for teacher certification candidates, the UNT TExES Advising Office (TAO) administers the College of Education TExES Practice Exams. Students who want to take a practice exam should contact the TAO (Matthews Hall 103). Students may take up to two exams per session that relate to their teaching track/field at UNT. Students should also plan accordingly, as they are required to stay for the entire testing period. Current students must meet the following criteria in order to sit for the TExES practice exams: Students must (1) be admitted to Teacher Education, (2) have a

certification plan on file with the COE Student Advising Office, and (3) be enrolled in coursework for the current semester. For TExES practice exam information and registration, go to: http://www.coe.unt.edu/texes-advising-office/texes-exams. If you need special testing accommodations, please contact the TAO at 940-369-8601or e-mail the TAO at coe-tao@unt.edu. The TAO website is www.coe.unt.edu/texes. Additional test preparation materials (i.e. Study Guides for the TExES) are available at www.texes.ets.org .

“Ready to Test” Criteria for Teacher Certification Candidates. Teacher certification candidates should take the TExES exams relating to their respective certification tracks/teaching fields during their early-field-experience semester (i.e. the long semester or summer session immediately prior to student teaching).

Six Student Success Messages. The Department of Teacher Education & Administration supports the six student success messages on how to succeed at UNT: (1) Show up; (2) Find support; (3) Get advised; (4) Be prepared; (5) Get involved; and (6) Stay focused. Students are encouraged to access the following website: https://success.unt.edu. The site contains multiple student resource links and short videos with student messages.