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ED 606 Curriculum Theory and Practice
Ballou, Rebecca

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.


ED 606 Curriculum Theory and Practice


U1P 2006 ED


Ballou, Rebecca


Adjunct Faculty


Ed.D. University of Kansas/Educational Administration
M.S. Central Missouri State University/ Speech Pathology
B.H.S. University of Missouri/ Communicative Disorders

Office Hours

Before or after class (arrange time with instructor)

Other Phone

816 805 0349


Class Days


Class Time

5:00 - 9:30 PM

Credit Hours


(please wait until after the first day/session of the course to purchase texts)

Title: The Struggle for the American Curriculum: 1893-1958, 3rd Edition
Author: Herbert M. Kliebard
ISBN: 0-415-94891-6
Title: Critical Pedagogy: Notes From the Real World
Author: Joan Wink

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:
My doctorate is in Educational Administration from the University of Kansas Instructional Leadership Program, a program designed for educators interested in continuing to take an active role in teaching and learning.  
This is the fourth class that I have taught at Park University. My philosophy is that I learn right along with my students, and they help me develop professionally. I believe firmly in the quality of work and not the quantity of work that I am able to obtain from my students. When we quit developing as professionals, we become stale and inflexible in our interpretation of curriculum and the way we instruct students. I am looking forward to studying the theory of curriculum and how it shapes the way we teach in present day.

I am a Speech and Language Pathologist for the Park Hill School District, and have just completed my 10th year at Line Creek Elementary School.

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:
1. Reflection Journal
The Discussion Assignments are meant to help make the reading and lecture material more applicable to your life, and to educational curricular matters today.  As a graduate student in an 8-week accelerated course, your participation is necessary to maintain the desired level of involvement, peer interaction in the classroom environment, and to maximize your learning.  Each student will be an important member of the learning community and class participation represents a substantial component of this course.  Moreover, the learning created through class discussion, collaborative work, and experiential learning will be essential for developing an understanding of course material.  In your weekly journal entry (which will be approximately one half page in length), you are expected to share your own experiences as they relate to that weeks discussion, and provide thoughtful and meaningful feedback, agreement/disagreement and rationale for your perspectives.  To gain full participation points for the reflection assignments, students are expected to write one entry upon completion of the class per week with reference to the lecture/readings. You may be asked to share these reflection journal entries before you turn them in upon completion of the class.  

2. Article Critiques You will complete two article critiques throughout this course. One of the articles that you choose will be based on the first section of the course, regarding curriculum theory. The second article critique will be conducted on curriculum styles and current curriculum issues in the classroom. These will follow a research format, and a sample critique will be provided for you. The number of pages of each critique will range from 1-2 pages.

3. Personal Philosophy of Curriculum Paper
You will complete a personal reflection and will create your own Personal Philosophy of Curriculum.  This will be a cumulative overview of what you've learned from the theorists/philosophies studied in the course, and will also allow you to create your own original views about curriculum based on your favorite ideas and theorists

Grading Policy
Course Grading Scale
90% = A (exceptional work)
80% = B (outstanding work)
70% = C (meets minimum standards)
65% = D (below minimum standards)
Reflection/Journal Assignments
5 points (week 1-8) 40 points total
2 Article Critiques 10 points (weeks 2;6)
                       20 points total
Curriculum Project/Paper 60 points (week 8)
                                60 points total
120 points total

A = 120-108
B = 107-96
C =  106-84

Late Submission of Course Materials:
• Student work is expected to be submitted in a timely manner.  Late work will NOT be accepted.  If you have an emergency, please contact the instructor via email or phone to make arrangements.
• As a graduate student, you are expected to participate weekly in the course with your daily class attendance and input to discussion.
• Extra credit is  NOT available

Classroom Rules of Conduct:
Your participation in each weekly class session is expected. If you need to miss for an emergency, you need to arrange this with the instructor prior to the class session. Please have someone in the class provide notes or missed material to help you make up the lecture that you have missed. Emergencies do happen and you may have cell phones in class, just make sure they are set to “silent” or “vibrate” mode so the class discussion will not be interrupted. If you need to respond to an emergency, please make your call quickly outside of the classroom.

Course Topic/Dates/Assignments:
Week 1/ June 6th/ Overview and Subject Centered Curriculum Approaches-Complete reflection journal entry, assign articule critique.

Week 2/ June 13th/ Child Centered Curriculum Approaches-jigsaw articlue critiques to share in class, reflection journal.

Week 3/ June 20th/ Society Centered Curriculum Approaches/ Discuss school choice, reflection journal.

Week 4/ June 27th/ Progressive Education and Hybrid Curriculum Approaches, discuss progress and technology, reflection journal.

Week 5/ July 4th OFF (I will have you research and complete your second article critique for presentation at the next class period due to the holiday)and reflection journal on your own.

Week 6/ July 11th/ Critical Pedagogy Curriculum-discuss bilingual education, present your 6th article critique, reflection journal

Week 7/ July 18th/ Critical Pedagogy Curriculum- discuss curriculum projects, discuss learning, relearning, unlearning, reflection journal.

Week 8/ July 25th/ Present an overview of your Curriculum Project Paper (abstract), discuss critical teaching, complete peer reviews of curriculum papers, complete last reflection jounral in class and turn in journals.

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 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. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: .


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Last Updated:5/22/2006 1:24:07 PM