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ED 606 Curriculum Theory and Practice
Hartnett, M. Joanie

ED 606, Curriculum Theory and Practice

Winter 2006, Wednesdays, 5-9:30 p.m.

Joanie Hartnett, Ph.D.


phone:  816-521-2700



The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.



Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


ED 606 CURRICULUM THEORY AND PRACTICE                                           3 hrs

An overview of curriculum theory that discusses current issues in curriculum and gives the teacher the opportunity to develop useful curriculum.



1.         Students will identify and analyze different approaches to curriculum theory and development.  (MOSTEP 1.2.2, 1.2.3)

2.         Students will understand the impact of these different approaches to curriculum on their educational practice.  (1.2.3, 1.2.4)

3.         Students will develop a method of inquiry that will enable them to integrate it into their own professional development.  (1.2.1)

4.         Students will develop a personal philosophy of curriculum and instruction that can be applied in their own professional setting.  (1.2.6, 1.2.7)

5.         Students will develop a curriculum with a clear sense of purpose, incorporating ideas and issues we have discussed, which can be used in a practical setting.  (1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2.7, 1.2.8, 1.2.11)

6.         Students will explore educational issues that impact the classroom and student learning, such as issues of race, gender, class.  (1.2.1, 1.2.2, 1.2.9)

7.         Students will explore possible ways education can impact student understanding and participation in a democratic society.  (1.2.2, 1.2.9)



The Struggle For the American Curriculum 1893-1953, 2nd ed. by Kliebard




Plagiarism – the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work – sometimes occurs through carelessness or ignorance.  Learners who are uncertain about proper documentation of sources should consult their facilitator.


Regular and timely attendance is expected and necessary to begin to fulfill the participation requirement of the course.  Please note that regardless of the reason for an absence, you cannot begin to earn full participation points when you are absent or late.



Facilitators are required to keep attendance records and report absences.  The facilitator may excuse absences for cogent reasons, but missed work must be made up within the semester/term of enrollment.  Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.  In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the learner will be administratively withdrawn, resulting in a grade of “F.”  An Incomplete grade will not be issued to learners who have unexcused or excessive absences recorded for a course.  Learners receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the semester/term of enrollment.  Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the learner.  Reports of an F grade (attendance or academic) resulting from excessive absence for learners receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.




This is an intensive graduate course.  Ten to 15 hours of outside class work per week is a reasonable expectation.  Please plan accordingly.  And once again, please note that regardless of the reason for an absence, you cannot begin to earn full participation points when you are absent or late.


Attendance, active and collaborative group participation, thoughtful discussion and responses to assignments, cooperation and tolerance for differences will fulfill participation criteria.  Applying theory to practice is the primary goal of this course; therefore your presence and contribution are necessary for maximum benefit.


Please turn off all phones or pagers before class starts.  If you must be disturbed while in class, please leave the room to answer the call.




With prior notice and approval, designated written assignments may be made up in cases of legitimate absence.  Park defines a legitimate absence as one which includes a) your illness, b) a death in your immediate family, c) jury duty, d) generally recognized holidays, and e) approved activities where you are required to represent Park University.


Other late written assignments may be subject to a reduction in possible points.  Please contact the professor before you will be late in submitting written assignments.



Academic Honesty is required of all members of a learning community.  Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments.  Students who engage in such dishonesty may be given failing grades or expelled from Park."



Park University is committed to meeting the needs of all learners who meet the criteria for special assistance.  These guidelines are designed to supply directions to learners concerning the information necessary to accomplish this goal.  It is Park University’s policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply.  Additional information concerning Park University’s policies and procedures related to disability can be found on the Park University web page:  If you have a disability on file in the Academic Support Center and need special accommodation, see me after the first class.



Articles/Readings/Reflections                                                                            25 pts


National Standards Presentation                                                                        25 pts


Curriculum Mapping Assignment                                                                       25 pts


Philosophy Statement                                                                                        15 pts


Participation                                                                                                     30 pts


Backward Design Unit                                                                          25 pts


Final                                                                                                                 25 pts





170 – 155 pts = A


154 – 135 pts = B


134 – 119 pts = C


 118 – 102 pts = D


 101 pts or below = F




Week 1:  Overview of Course


Week 2:  Purpose of Education/Curriculum Overview/Marzano


Week 3:  Philosophy of Education Due/ITI


Week 4:  Backwards Design/Standards


Week 5:  Curriculum Mapping


Week 6:  Curriculum Theorists:  Kovilic, Marzano and Daggett


Week 7:  Backwards Design Due


Week 8:  Standards Presentation/Final