School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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
S1P 2011 DL
Singer, Marietta N.
Assistand Professor, School for Education
Ph.D. Administration, Curriculum and Instruction, University of Nebraska - Lincoln
Herr House, Room 19
M/W 10:00-12:00, T/Th 10:00-1:00, Friday by Appointment
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
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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 firstname.lastname@example.org or call 800-927-3024Resources 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 email@example.com 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.
Learning Outcomes: Core Learning Outcomes
Class Assessment: Grading in this class will be based on completion of the discussion assignments, activity assignments, a personal philosophy of curriculm, a curriculum project and a proctored final exam.
Course Grading Scale
90% = A (exceptional work)
80% = B (outstanding work)
70% = C (meets minimum standards)
65% = D (below minimum standards)
Components to Include:
II. Rationale – Includes your goals, clearly stated, for the overall education of the students. You will discuss the needs of the learner, society and school. Here you discuss the reason this part of the curriculum is important to the whole curriculum and to the student.
III. Intended Learning Outcomes – these are your objectives, yet more inclusive than behavioral objectives. They should be identified as cognitive, affective, and psychomotor, and you should use a mix of types (but this will be dependent on the age your students as well). Objectives are the facts, ideas, theories, attitudes, appreciations, skills and understandings that you want students to master. Use action words to describe what the student will learn/do – list, identify, discuss, understand, appreciate, etc. In the ILO’s you begin to define your scope and sequence of your curriculum. As you develop ILO’s keep in mind the issues we have discussed and how they might impact what you want students to learn. Include Missouri State Standards.
IV. Evaluation – How you will determine student achievement in ILO. This is a critical component.
V. Strategies – How you will make learning happen-reading, lecture, project, video, discussion, group-work, etc. Consider various learning preferences and use a variety of strategies.
VI. Materials – Identify videos, books, equipment, etc. needed to work in your strategies.
VII. Accommodation – How you plan to accommodate students with special needs or learning challenges.
INTRODUCTION: REQUIRED COMPONENTS: (each worth 1 point) Rating
Total (5 points)______
RATIONALE: REQUIRED COMPONENTS: (each worth 1 point) Rating
curriculum and the student. ______
of students. ______
ILO’s: REQUIRED COMPONENTS: (each worth 2 points) Rating
Total (10 points) ______
EVALUATION: REQUIRED COMPONENTS: (each worth 2 points) Rating
STRATEGIES: REQUIRED COMPONENTS: (each worth 2 points) Rating
learning styles in the classroom. ______
in your classroom. ______
MATERIALS: REQUIRED COMPONENTS: (each worth 2 points) Rating
ACCOMMODATION: REQUIRED COMPONENTS: (each worth 2 points) Rating
your classroom dynamics. ______
for class assignments and class activities for this student. ______
Project Total Points ______
(60 points total)
Late Submission of Course Materials: Course-Specific Policies:
Students are responsible for clicking on the link below and thoroughly reading each Online course policy. If you have questions about any of these policies, please contact your instructor for clarification.
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:
Chapter 1 (Kliebard)
and pages 64, 105, 140-141.
Overview and Subject Centered Curriculum Approaches
Topic: Testing, Curriculum, and Standards
Complete Activity Assignment
Chapter 2 (Kliebard)
and page 64
Child Centered Curriculum Approaches
Topic: Mainstreaming and IQ
Complete Activity Assignment
Chapter 4 & 7 (Kliebard)
Society Centered Curriculum Approaches
Topic: School Choice
Complete Activity Assignment
1, 2, 4
Chapter 3 & 8 (Kliebard)
Progressive Education and Hybrid Curriculum Approaches
Topic: Progress and Technology
Complete Activity Assignment
Submit Personal Philosophy of Curriculum and Instruction
Submit Mid-Term Evaluation
1, 2, 4, 6
Chapter 1 &2 (Wink)
Curriculum Project - Part One
Topic: Bilingual Education
Complete Curriculum Project: Introduction and Rationale
Chapter 3 (Wink)
Curriculum Project - Part Two
Topic: Learning, Relearning, and Unlearning
Complete Curriculum Project:
ILO's and Evaluation
3, 5, 7
Chapter 4 & 5 (Wink)
Curriculum Project - Part Three
Topic: Teaching Critically
Complete Curriculum Project:
Accommodation, Strategies, and Materials
Curriculum Project Work
Topic: Peer Review of Curriculum Projects
Complete Final Exam
Final Submission of Curriculum Project
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 2010-2011 Graduate Catalog Page 20
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 2010-2011 Graduate Catalog Page 20
Instructors 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 2010-2011 Graduate Catalog Page 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: http://www.park.edu/disability .
Online Student Help and Resources -To view the Online Student Help and Resources pages, please visit https://captain.park.edu/cd/oshr/ from within any of your online courses. This site provides a single location to information for online students including links to technical support information, multimedia and software assistance. Once you are there, click on Software and Multimedia. If you want information on how to download and install Real Player, click on the Adobe Flash Player link and follow the directions provided.
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.
Park University Online Bookstore- Select "Distance Learning - Graduate," or "Distance Learning Internet," and then click on the appropriate course code (ex. AC 201, PA 501) to see the list of required and optional texts for each course that you are enrolled in.
Advising - Park University would like to assist you in achieving your educational goals. Your Campus Center Administrator can provide advising to you, please contact them for assistance. If you need contact information for your Campus Center, click here.
Online Tutoring Services- Park University has arranged for Online students to receive five hours of free access to Online tutoring and academic support through Smarthinking. If you would like Online tutoring, please contact me to receive their recommendation and information on how to access the Online tutoring.
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.
Online Classroom Technical Support - For technical assistance with the Online classroom, email firstname.lastname@example.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.
Last Updated:1/5/2011 12:42:30 PM