Pamela Bolotin Joseph
B EDUC 577
Explores various models of curriculum development including established practices and alternative paradigms. Provides opportunities to analyze and critique current and historical models of curriculum planning and to examine the pedagogical, social, and political influences upon curriculum development. Offered: W.
This course informs educators about the historical development of the curriculum development field and of various models of curriculum planning - including established practices and alternative paradigms, especially those that are considered democratic and postmodern. This class also will provide opportunities to analyze and critique models and examples of curriculum development and to examine the pedagogical, social, and political influences upon curriculum planning. Participants will be encouraged to articulate their own approaches to curriculum development and to reflect upon the choices that they make within analytical and political frameworks. This course is appropriate for educators or students who have interest in education (early childhood, K-12, or adult education). All students must create a presentation at the end of class to share their learning about their specific curriculum work or study. Students taking this course may either develop an application product for the M.Ed. Dossier in which they plan and implement curriculum in their classrooms or study an aspect of curriculum development that enriches their expertise in this field.
Student learning goals
Attain knowledge of the field of curriculum development and its history
Understand sociocultural influences on curriculum development
Identify and recognize the significance of various models of curriculum development
Reflect upon and critique models of curriculum development
Understand the role of educators as curriculum planners
Gain expertise in curriculum planning or knowledge of a component of the field of curriculum development
General method of instruction
Interactive teaching, seminar, small group discussion, student-led presentations
For students developing the curriculum development application product for the M.Ed. completion dossier, they should first take BEDUC 557 Curriculum Studies. Other students may consult with the instructor for recommendations for background reading.
Class assignments and grading
This course requires students to come to class to be able to discuss their understanding of readings and application to practice. There is one paper, the reading inquiry paper, in which students choose 3 - 5 questions that they found particularly stimulating and want to deliberate upon in order to demonstrate or document learning from course readings. The final assignment is a topics in curriculum development presentation that shares with the class learning about curriculum development through projects or readings about a field in curriculum studies or about a particular theorist.
Attainment of class goals by demonstration of knowledge through class contribution (20%), a reading inquiry paper (40%), and topics in curriculum development presentation (40%). A grading rubric will be provided in the syllabus that addresses levels of performance and knowledge attainment.