ED606 Curriculum Theory & Practice

for F2P 2011

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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


ED 606 Curriculum Theory & Practice


F2P 2011 DL


Fields, Barbara Ann   Ph.D.


Online Instructor


PhD Curriculum and Instruction
MA and EdSpec Educational Administration
BA Education

Office Location


Daytime Phone

816.741.5972;  816.419.2862



Semester Dates

Fall 2; 2011

Class Days


Class Time


Credit Hours



The Struggle for the Amerian Curriculum: l893-1958, 3rd Edition
Herbert M. Kliebard
Critical Pedagogy:  Notes From the Read World
Joan Wink, Latest edition you can obtain

Textbooks can be purchased through the Parkville 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.
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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. elementary b. middle c. secondary d. early childhood e. adult education

Educational Philosophy:
The instructor's educational philosophy is one of dedicated reading, discussion, group and individual research and interaction.  Students are expected to do all of the work in the online class in a timely manner.   A project and final examination weigh heavily on the final grade with quality work as the expectation. 

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

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.

Timeframe Readings Topics Due Thursday Due Sunday
Week 1

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

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

1, 2

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

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

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

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

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

3, 5, 7

Curriculum Project Work


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

Final Submission of Curriculum Project

Late Submission of Course Materials:
All work is expected at the times listed in the online class.  If problems occur, please contact the instructor immediately.

Classroom Rules of Conduct:
Students are to post accurate and informative information.  It is acceptable, of course, to disagree with another students.  This should be in a respectful  manner.

Course Topic/Dates/Assignments:
Please see class assessments above.

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 2011-2012 Graduate Catalog Page 21


Plagiarism is 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 2011-2012 Graduate Catalog Page 21

Attendance Policy:

Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.Park University 2011-2012 Graduate Catalog Page 25

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 .


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Last Updated:10/13/2011 12:09:50 PM