Pamela Bolotin Joseph
B EDUC 557
Introduces the field of curriculum studies including curriculum theory and interdisciplinary study of the educational experience. Explores dominant ideas and alternative practices. Focuses on how curriculum and schools are manifestations of culture and how historical and contemporary premises about curriculum influence the culture of classrooms and schools. Offered: A.
This course introduces the field of curriculum studies in which curriculum theory - the interdisciplinary study of educational experience - is the lens for analyzing major curricular orientations in contemporary classrooms. Students will explore dominant ideas and practices as well as those that confront mainstream orientations and beliefs. The course emphasizes how curriculum and schools are manifestations of culture with sets of norms and belief systems and how historical and contemporary premises about curriculum influence the culture of classrooms and schools. This course also focuses on understanding educators's experiences as curriculum workers and their curricular practices. This course is appropriate for students who have educational experience in any setting - from early childhood, to K-12, to college level or in other educational settings - and students with interest in educational policy.
Student learning goals
Acquire knowledge of the field of curriculum studies with application to practice and schools or other educational settings.
Examine sociocultural and historical influences on curriculum and curriculum planning.
Explore traditional and progressive curricular orientations – including their underpinning philosophies, learning theories, and social or moral visions.
Analyze the beliefs and practices of an innovative educator.
Discern the concept of educators as curriculum workers and how curriculum workers make choices in developing and implementing curriculum.
Understand curriculum as a cultural system as sets of norms and belief systems and what it means to reculture curriculum.
General method of instruction
Seminar, small group discussions, interactive teaching and activities, and films.
No prerequisites but students should have familiarity with educational settings including K-12, community college, higher education, or education in other settings, such as museums or environmental centers. Also appropriate for students who have interest in educational policy. This class also is required for students in the first quarter of the M.Ed. Secondary/Middle Level cohort.
Class assignments and grading
On-going brief papers on course concepts, study (or self-study) of an innovative educator (findings and analysis), class contribution.
A grading rubric will be provided in the syllabus to inform about levels of achievement, from satisfactory to outstanding, for papers and class contribution.