ED606 Curriculum Theory & Practice

for F1P 2007

Printer Friendly

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
TThe 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


ED 606 Curriculum Theory & Practice


F1P 2007 EDG


Germano, Carol J.


Adjunct Faculty


Bachelor of Science:  Elementary Education
Master's of Education:  Curriculum and Instruction
Educational Specialist:  Urban Leadership

Office Location

N/A Contact at home or school before or after class

Daytime Phone


Other Phone





Semester Dates

August 20, 2007 - October

Class Days


Class Time

5:00 - 9:30 PM

Credit Hours



There will be no textbook for this class.  Students will be assigned handouts, outside reading and website materials.

Textbooks can be purchased through the MBS bookstore

Additional Resources:

Additional Materials:
Students are asked to bring in a loose leaf notebook with at least 10 dividers.

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/.

Course Description:
An overview of curriculum theory that discusses current issues in curriculum and gives the teacher the opportunity to develop useful curriculum.  Students will focus on curricular theory and practice for elementary, secondary, early childhood and adult education. 
Students will also look at student learning and how it relates to grade level expectations and curriculum.

Educational Philosophy:

The instructor's philosophy includes the use of direct instruction, student interaction with other students in various grouping arrangements, dedicated reading activities, evaluating and synthesizing information on curriculum.
Students will have the opportunity to review curricular theory but also to refine their practice in relationship to curriculum and the importance it plays in understanding student learning.

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:


1)   Class Participation/Loose Leaf Notebook


2)   Weekly Reflections:  Each student should submit a weekly reflection journal starting with week two.  The reflection journal is to be submitted each class period and should include the student's reaction to course activities (subject matter, class discussions, comments, presentations,etc.) that occurred the proceeding week.  They should not be simply an accounting of course activities, but should include comments related to learning and instructional methodology.  Each journal should be approximately one typed double spaced page in length.  THESE ARE PERSONAL REFLECTION JOURNALS,  IN OTHER WORDS, THEY ARE WHAT YOU THINK AND BELIEVE RELATED TO WHAT YOU ARE LEARNING!  Whereas your comments are your personal beliefs and reactions, reflective comments will be assessed based on how they relate to the previous weeks activities, not on the position or positions taken.


3)  Journal Annotations:  Students will select one (1) journal article on curriculum to present to colleagues during the course of the class.  Each student will be asked to develop a list of talking points for students to discuss and reflect on.  Students will be asked to summarize the article, react to the contents and apply the content to their practice.  Please make a copy of the article so all colleagues will have a copy to refer to. 


4)   Bridging the Curriculum:  Each student is asked to share a grade level book that bridges Communication Arts with the content areas.  Students are to identify what Grade Level Expectations coincide with the book.  Students must share a book in the following areas:  Math, Social Studies, and Science. 


5)   Personal Philosophy:  Write a personal statement about how children learn best and how it relates to curriculum.  Please address the following question:  1) What do I want students to learn?  2)  How will I know if they have learned it?  3) What am I going to do if they don't learn it?  (Rubric will be provided)


6)    Core Assessment:  Choose a unit of study in the curricular area of your choice.  Develop and map the objectives for this curricular unit.  This project must include the following:  1) The objectives/grade level expectations  2) Three formative assessments to check for understanding and remediation  3)  The summative assessment that checks for understanding.  Each student must present their unit of student to their classmates.  Please provide a copy of this unit for colleagues.  (Rubric will be provided)



Grading Plan:
   1.  Participation                     80 Points
   2.  Reflections                       60 Points
   3.  Journal Annotations          25 Points
   4.  Book Talks                      3 @ 25 Points each
   5.  Personal Statement           60 Points
   6.  Curricular Map               100 Points
Total Points Possible: 
      A =  360 - 400
      B =  320 - 359
      C =  319 - 300
      D =  299 - 279
      F =   278

Late Submission of Course Materials:
Late work will be accepted but will be noted as late.  If a general pattern of lateness is seen across the course of the class (three or more occurrences of lateness), the course grade will be reduced.  No work will be accepted after the last class session.

Classroom Rules of Conduct:
The instructor and students will develop a list of classroom norms during the first class meeting.  These norms will be followed throughout the entire class. 

Course Topic/Dates/Assignments:






     Class Introduction

The Need for Calendar-Based Curriculum Mapping

August 20, 2007


Syllabus/Rubric for Position Paper, Project

Book Talk


Procedures for Curriculum Mapping

August 27, 2007

Handout/Small Group Work

#1 Reflection Due

Book Talk (Math)


Reviewing, Analyzing, and Developing Curriculum

September 3, 2007

Handout/Small Group Work

#2 Reflection Due

Journal Annotations Due


Refining Curriculum Through Essential Questions

September 10, 2007

Outside Speak/Curriculum Development

#3 Reflection Due

Book Talk (Science)


Using Curriculum to Generate Assessments

September 17, 2007

PowerPoint on Effective Schools

Handout/Small Group Work

#4 Reflection Due


Curriculum Committees


September 24, 2007

PowerPoint on Professional Learning Communities

Handout/Small Group Work

#5 Reflection Due

Book Talk (Social Studies)


Teacher as Practitioner

October 1, 2007

Professional Learning Communities

Handout/Small Group Work

#6 Reflection Due

Personal Statement Due


Questions/Answers about Curriculum

October 8, 2007


Evaluation of Course

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 2007-2008 Graduate Catalog Page 24-26


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 2007-2008 Graduate Catalog Page 24-26

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 in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2007-2008 Graduate Catalog Page 28

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 .


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

Last Updated:7/30/2007 6:46:11 PM