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ED 606 Curriculum Theory and Practice
Fields, Barbara


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

Course

ED 606 Curriculum Theory and Practice

Semester

S2P 2006 ED

Faculty

Fields,  Barbara, Ph.D.

Title

Adjunct  Faculty

Degrees/Certificates

BA    Elementary Education
MA    Educational Administration   EdSpec Ed Admin
Ph.D.       Curriculum & Instruction

Office Location

N/A Contact at home or before or after class

Daytime Phone

816.741.5972            816.741.4598

Other Phone

816.536.5680

E-Mail

barbara.fields@park.edu

Semester Dates

March 13-May 7, 2006

Class Days

-M-----

Class Time

5:00 - 9:30 PM

Credit Hours

3


Textbook:
Kliebard, H.M. (1995).  The Struggle for the American Curriculum:  1893-1953 (3rd ed.). New York: Routledge.

Wink, J. (2000). Critical pedagogy:  Notes from the real world (3rd ed.).  New York:  Addison-Wesley Longman.

Textbooks can be purchased though the Parkville Bookstore

Additional Resources:
Please bring a loose leaf notebook with at least 8 dividers to class each week.

Instructor will provide other articles and items of study.


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

  • elementary
  • middle
  • secondary
  • early childhood
  • (adult education-upon approval of that concentration)

Educational Philosophy:
The instructor's philosophy includes the use of direct instruction, student interaction with other students in various grouping arrangements, and dedicated reading, evaluating, and synthesizing on curriculum.

A student should approach his/her education as a privilege and opportunity leading to an improved society for all.  An appropriate education assists the student in reviewing the past, evaluating the present, and looking to the future with a positive, educated perspective.  The instructor promotes a love for learning and joy in one's chosen area of study.

Curiosity, enthusiasm, and dedication to knowledge acquisition are vital for a student to succeed.

Learning Outcomes:
  Core Learning Outcomes

  1. Students will identify and analyze different approaches to curriculum theory and development. (MOSTEP 1.2.2, 1.2.3)[CEC 1, 4,  & 7]
  2. Students will understand the impact of these different approaches to curriculum on their educational practice. (1.2.3,1.2.4) [CEC 4, 7, & 9]
  3. Students will develop a method of inquiry that will enable them to integrate it into their own professional development. (1.2.1) [CEC 9]
  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) [CEC 1 & 9]
  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) [CEC 7]
  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) [CEC 1, 2, 3, 4, 5, 6, 7, 9, & 10]
  7. Students will explore possible ways education can impact student understanding and participation in a democratic society. (1.2.2, 1.2.9) [CEC 2, 4, 5, 7, & 10]


Core Assessment:


Class Assessment:
Assessment will be based upon a curriculum project, class presentations, reflective journal, personal philosophy statement, attendance, and participation.  

During class periods quizzes may be given to assure that reading is being completed and class preparation is being accomplished.  Participation points include listening skills exhibited while others are speaking.

Grading:
The instructor plans to evaluation students in a system of 100 points possible.

Curriculum Project             35
Personal Philosophy Statement  20
Attendance and Participation   15
Class Presentations            15
Reflective Journal             15

Late Submission of Course Materials:
All assignments are due on the dates given in the syllabus unless changed by the instructor.  Work will receive a grade reduction for late submission.  If a student is aware he/she will be missing a class, work should be given the instructor prior to the missed class, or it will be considered late.

Classroom Rules of Conduct:
Please enter the classroom before the class begins.  Stay for the entire class period unless there is a personal emergency.  Breaks will be given as this is a long class.  Please do not email assignments to the instructor. There have been problems printing some assignments from students. Bring hard copies of your work to the designated class.

Course Topic/Dates/Assignments:
SESSION         TOPICS

1.              Syllabus, Planning, Reflective
               Journal, Project, K Preface, Chapter1,
               Wink Preface, Chapter 1
               Instructor


2.              K Chapter 2, Wink Chapter 2

               K Chapter 3, Wink Chapter 3

               Bloom


3.              K Chapter 4, Wink Chapter 4

               K Chapter 5, Wink Chapter 5

               Krathwahl, Other Taxonomies


4.              K Chapter 6, Wink Chapter 6

               K Chapter 7, Wink Chapter 7

               Marzano, NCLB


5.              K Chapter 8, Wink Chapter 8

               K Chapter 9  Giroux & Freire

               Vygotsky


6.              K Chapter 10, K Chapter 11

               Standards, Instruct. Strat


7.              Differentiated Instruction
               
               Philosophies, John Dewey


8.              Research Presentations              

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2005-2006 Graduate Catalog Page 20-22

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Graduate Catalog Page 20-22

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration 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 student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2005-2006 Graduate Catalog Page 23-24

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students 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 Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Park University is committed to meeting the needs of all learners that 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: http://www.park.edu/disability .

Copyright:

This material is copyright and can not be reused without author permission.