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ED 606 Curriculum Theory & Practice
Schulte, Marthann


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.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



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.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

ED 606 Curriculum Theory & Practice

Semester

F1P 2009 DLA

Faculty

Schulte, Marthann

Title

Associate Professor of Education; Coordinator of Online Faculty Evaluation (College for Distance Learning)

Office Location

online - via email and phone

Office Hours

online - via email and phone

Daytime Phone

816.584.6752

E-Mail

mschulte@park.edu

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
 

Required Texts/Materials
Please make sure you have the correct book for this course.  For those of you who have not yet received your text, I strongly suggest you do not wait for, or accept the "traditional" methods - be proactive - get them to overnight the textbook to you if necessary.

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
ISBN:

Textbooks can be purchased through the MBS bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
ED606 Curriculum Theory and Practice: An overview of curriculum theory that discusses current issues in curriculum and gives the teacher the opportunity to develop useful curriculum. A minimum of three (3) hours of practicum experience in the field is required. a. elementary b. middle c. secondary d. early childhood e. adult education

Learning Outcomes:
  Core Learning Outcomes

  1. Students will identify and analyze different approaches to curriculum theory and development.
  2. Students will understand the impact of these different approaches to curriculum on their educational practice.
  3. Students will develop a method of inquiry that will enable them to integrate it into their own professional development.
  4. Students will develop a personal philosophy of curriculum and instruction that can be applied in their own professional setting.
  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.
  6. Students will explore educational issues that impact the classroom and student
  7. Students will explore possible ways education can impact student understanding and participation in a democratic society.


Core Assessment:

Class Assessment:

Grading Policy

Course Grading Scale

90% = A (exceptional work)
80% = B (outstanding work)
70% = C (meets minimum standards)
65% = D (below minimum standards)

Discussion Assignments

5 points (week 1-8)

40 points total

Activity Assignments

5 points (week 1-4)

20 points total

Personal Philosophy of Curriculum

20 points (week 4)

20 points total

Curriculum Project

60 points (week 5-8)

60 points total

Final Exam 30 points (week 8) 30 points total
                                        Total 170 points total


A = 170-152 points
B = 151-135 points
C = 134-118 points


ASSIGNMENTS: 
1. Discussion/Peer Review Assignments
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 online 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/postings, collaborative work, and experiential learning will be essential for developing an understanding of course material.  You will complete the assigned readings and participate in reflective responses weekly.  In the weekly discussion area, you are expected not only to post your own thoughts/ideas, but also to respond to other peers in your course with thoughtful and meaningful feedback, agreement/disagreement and rationale for your perspectives.  To gain full participation points for the discussion assignments, student are expected to post 3 or more times weekly with reference to reading/lecture materials.  (Please review Discussion Grading Rubric)

2. Activity Assignments
In Weeks 1 - 4, you will submit an activity chart that will help you organize and categorize information on particular theories, movements, and concepts of curriculum.  Each week you will complete the chart based on the readings and lecture material presented, and will maintain a running log of this information to help you synthesize and assimilate these theories and prepare for the final exam.  Students will receive 5 points weekly for the designated portions of the chart that are successfully completed and submitted by the due date. 

3. Personal Philosophy of Curriculum
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.  (Statement of Curriculum Philosophy Grading Rubric)

4. Curriculum Project
A practical application of theory and methods learned in class will culminate in the Curriculum Project (Weeks 5-8).  This is a sizeable piece of curriculum, such as a semester, quarter, or mini-course (not a week's lesson plans).  Creativity and flexibility are important in developing this project.  Write the curriculum in such a way that another instructor could easily understand and use it.  This is a work in progress and will be completed based on weekly assignments and components.  Please note the "Curriculum Project" link for further elaboration.  Each component will be broken down weekly for completion. We will use the model of Collegial Curriculum Design and will work in groups to help one another through peer review and critique on weekly items.  The final Curriculum Project will be submitted Week 8 for instructor evaluation and feedback. 
(Curriculum Project Grading Rubric)

5. Final Exam
You will complete a 30 question final exam online during Week 8 of the course.  This exam will consist of multiple choice, true/false, and multiple selection questions.  The
final proctored examination will be taken in a proctored testing environment during the 8th Week at one of the Park University sites around the country or at an alternative location.  For proctored examinations, photo identification is required at the time of the test.  Guidelines for selecting an acceptable proctor can be found on the Park University Website

Other Information on proctored exams:

    • It will be the responsibility of the student to arrange for a proctor, by the 6th week of the term, who is accepted and approved by the course instructor. 
    • Approval of proctors is the discretion of the Online instructor. 
    • A proctor request form will be made available to you during the first week of class so that you can send your requested proctor to your instructor for approval. 
    • Failure to take a final proctored exam (or submit your final project for some online graduate courses) will result in an automatic "F" grade.
    • If you purchase an e-book for your course textbook, please be aware that it is your responsibility to bring all or part of your e-book in a printed form to the proctored final exam session to be used if your final is "open-book."

Timeframe Readings Topics Due Thursday Due Sunday
Week 1

Objective(s):
1, 2

Chapter 1 (Kliebard)
and pages 64, 105, 140-141.
Overview and Subject Centered Curriculum Approaches Complete Discussion
Topic: Testing, Curriculum, and Standards
Complete Activity Assignment
(Chart-Part I)
Week 2

Objective(s):
1, 2

Chapter 2 (Kliebard)
and page 64
 
Child Centered Curriculum Approaches Complete Discussion
Topic: Mainstreaming and IQ
Complete Activity Assignment
(Chart-Part II)
Week 3

Objective(s):
1, 2

Chapter 4 & 7 (Kliebard)
 
 
Society Centered Curriculum Approaches Complete Discussion
Topic: School Choice
Complete Activity Assignment
(Chart-Part III)
Week 4

Objective(s):
1, 2, 4

Chapter 3 & 8 (Kliebard)
 
Progressive Education and Hybrid Curriculum Approaches Complete Discussion
Topic: Progress and Technology
Complete Activity Assignment
(Chart-Part IV)

Submit Personal Philosophy of Curriculum and Instruction

Submit Mid-Term Evaluation

Week 5

Objective(s):
1, 2, 4, 6

Chapter 1 &2 (Wink)
 

Critical Pedagogy
Curriculum Project - Part One
Complete Discussion
Topic: Bilingual Education
Complete Curriculum Project: Introduction and Rationale


 

Week 6

Objective(s)
3, 5

Chapter 3 (Wink)
  

 
Critical Pedagogy
Curriculum Project - Part Two
Complete Groupwork
Topic: Learning, Relearning, and Unlearning
Complete Curriculum Project:
ILO's and Evaluation
Week 7

Objective(s):
3, 5, 7

Chapter 4 & 5 (Wink)
 
Critical Pedagogy
Curriculum Project - Part Three
Complete Groupwork
Topic: Teaching Critically
Complete Curriculum Project:
Accommodation, Strategies, and Materials
 
Week 8

Objective(s):
3, 5, 7

Curriculum Project Work


 

Critical Pedagogy
Synthesis
Complete Groupwork
Topic: Peer Review of Curriculum Projects
Complete Final Exam

Final Submission of Curriculum Project

Late Submission of Course Materials:
 

 

Students are expected to spend a substantial amount of time online and offline each week including but not limited to responding to the weekly conference discussions, sending/receiving Email, reading and viewing online lectures, completing online quizzes and tests, and conducting research over the World Wide Web.  A rule of thumb is that you should spend approximately 4-5 hours per week online reviewing course content and engaging in group work and discussion and an additional 4-6 hours per week on readings, preparing assignments, or completing papers or examinations.   

Professors are required to keep attendance records and report absences throughout the term. Excused absences can be granted by the instructor for medical reasons, school sponsored activities, and employment-related demands including temporary duty. The student is responsible for completing all missed work.  Unless arrangements have been made with the instructor prior, no late assignments will be accepted.  Any student failing to attend class for two consecutive weeks, without an approved excuse from their instructor, will be administratively withdrawn and notified via email that you have been withdrawn and a grade of "WH" will be recorded.

An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term.  PLEASE NOTE:  Recording of attendance is not equivalent to participation.  Participation grades will be assigned by each individual instructor according to the criteria in the Grading Policy section of the syllabus.

For more details on Park University, see of the Park University Undergraduate Catalog or the Park University Graduate Catalog. .

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2009-2010 Graduate Catalog Page 31
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 the Park University academic honesty policies, which can be found on page 101 of the Park University Undergraduate Catalog or page 13 of the Park University Graduate Catalog..

Academic dishonesty in the School of Online Learning includes but is not limited to:

Plagiarism occurs when a writer represents another person's words or ideas as his/her own.  Most often, plagiarism results when writers fail to enclose direct quotations in quotation marks; fail to include citations in the text or as footnotes; and/or fail to furnish a reference/works consulted list to accompany researched writing.  

Cheating occurs when the integrity of an activity or examination is compromised through dishonesty or deceit.  Cheating includes unsanctioned student collaboration or the use of unsanctioned collateral materials.  Cheating includes exchanging information about proctored examinations, quizzes, or other class activities that are designed to be completed independently.

Misrepresentation involves providing false information in an academic assignment, furnishing false or misleading information to instructors or other University personnel, or presenting misleading or fabricated data as valid.

In the event of alleged academic dishonesty, an Academic Dishonesty Incident Report will be submitted to the an Online Academic Director who will then investigate the charge.  Students who engage in academic dishonesty are subject to a range of disciplinary actions, from a failing grade on the assignment or activity in question to expulsion from Park University.  

Plagiarism:

Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2009-2010 Graduate Catalog Page 31-32


Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2009-2010 Graduate Catalog Page 35

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: http://www.park.edu/disability .

Additional Information:

 


Core Learning Outcomes



       
  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]


Program Competencies



       
  1. To produce graduates who are knowledgeable about the theoretical and philosophical foundations of adult education; the underlying implications, characteristics, and broad scope of adult education; critical thinking toward social change in adult education; the leadership and facilitation needed for adult learning and development; and adult education research
       
  2. To produce graduates who are capable of engaging in active learning through critical thinking, not only to answer the questions, but to question the answers.
       
  3. To produce graduates who recognize the importance of experiential and lifelong learning, and the significance of serving as an adult learning facilitator.
       
  4. To produce graduates who are capable of developing, questioning, and sustaining the essential competencies and knowledge base required for a career in adult education.
       
  5. To produce graduates capable of experiential learning through interaction, dialogue, debate, and application of information.
       
  6. To produce graduates capable of conducting review of research and theory in order to create original ideas that will expand the knowledge base in the field of adult education.

Copyright:

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Last Updated:8/11/2009 8:19:45 AM