Copy of The Field of Curriculum dmd 1

The Field of Curriculum
A. CURRICULUM APPROACHES
A curriculum approach reflects our views of school and society. Curriculum
approaches can be viewed from a technical/ scientific/ nonscientific perspective.
Technical/specific approaches coincide with traditional theories and model of education
and reflect established, formal methods of schooling. Nontechnical/ nonscientific
approaches evolved as part of avant-garde and experimental philosophies and politics;
they tend to challenge established. Formalized education practices and be more fluid and
emergent.
1. Behavioral Approach
The behavioral approach started with idea of efficiency, influenced by
business and industry, and the scientific management theories of Frederick.
Taylor, who analyzed factory elficiency in terms of terms of time-and-motion
studies and concluded that each worker should be paid on the basis of his or
her individual output., as measured by the of unit produced in a specified
period of time.
2. Managerial Approach
This approach advocates selecting, organizing, communicating, with, and
supervising, people involved in curriculum decisions. The managerial
approach is rooted in the orzanizational and administrative school modal of
the early 1900s, a period that combined a host of innovative plans involving
curriculum and instruction that centered around individualization,
nongrading , classroom grouping, homeroom and work-study activities.
3. System Approach
A school theory organizational chart represent a system approach,
showing line-staff relationships personal and how decisions regarding specials
area .
4. Academic Approach
This approach is rooted in the works of john dewey, henry morrison, and
boyd bode related popular during this period expanded the field to include
many trend and trends and issues and led to the integration of various
instructional, teaching, learning, guidance, evaluation, supervision, and
administrative procedures.
5. Humanistic Approach
The humanistic approach became popular again in the 1970s as relevancy,
radical school reform, open education, and alternative education become part
of education’s reform movement.
6. Reconceptualist Approach
Reconceptualish have brought greater diversity to curricular dialogue.
Roconceptualism is rooted in philosophy and social activism of such early
reconstructionists as George counts, Harold rug, and harol Benjamin.
B. DEFINITION OF CURRICULUM
Fist curriculum can be defined as a plan for achieving goals.
Second, curriculum can be defined broadly as dealing with the learner’s experiences. This
definitions, almost anything planned in outside of school is part of the curriculum.
According to a third definition, les popular than the firs two, curriculum is a system for
darling with a people.
1. The Challenges of Definition
This narrowing of the curriculum, however, coincides with taylor’s machine
theory and bobbit and chatter’s schools school scientific curriculum making .
2. Background Issues for Defining the Field
Other issues are related to people. Who are the major. Who are the major
participant
3. Fundamental Questions
These fundamental questions as establish what tyler called curriculum rationale
saylor, Alexander, and lewis later called its purpose and subhubert more rociently
called the paradigm that govems inquiry in tl field of curriculum.
C. FOUNDATIONS OF CURRICULUM
The foundations of curriculum set the external boundaries o the knowledge of
curriculum and define what constitutes wild sources from which to derive the field
theories, principles, and ideas.
D. CURRICULUM DOMAINS
1. Curriculum Development
All these developments models attempt to show the relationship of curriculum to
various decisions, activities, and processes.
2. Curriculum Design
The way people the sign a curriculum is partly a product of their view of curriculum.
3. Planned and Unplanned Curriculum
When teacher and school put too much emphasis on grades, the hidden
curriculum elevates correct answer over understanding, fact over ideas, conforming
behavior over independent behavior, and getting on the honor roll over helping
others.
E. THEORY AND PRACTICE
Good curriculum theory describes and explains the the concept, principles, and
relationship that exist within the field.
1. From Theory to Practice
The test of good theory is whether it can guide practice. Good practice, in turn, is
based on the ory. By practice, we mean applied procedures, method, and skills.
2. Curriculum Certification
Ironically, the curriculum field is very unclear as to curriculum.
F. THE ROLES OF THE CURRICULUM WORKER
There is further confusions regarding whether curriculum planning of development takes
place at the local, state or national level.
1. The Curriculum Worker’s Responsibilities
The teachers work with supervisor and administrators as part of the curriculum team.
2. The Student’s Role
The authors’ view is that students are neither experts nor professional, so their role in
curriculum planning should be limited to providing informaticn.
3. The Teacher and the Curriculum
Although doll view the curriculum expert primarily as a subject chair or principle, he
is concerned with the teacher’s role in planning and implementing the curriculum at
the classroom school, and district levels.
4. The Principal and the Curriculum
Principals have the knowledge and experiences to know what works in school.
5. Changing Professional Roles: Standard and Testing
In states where curriculum content is recommended or required usually accompanied
formal and written standard.

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The Field of Curriculum

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