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ED 606 Curriculum Theory and Practice
Fields, Barbara

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COURSE TITLE:                                           Curriculum Theory and Practice

COURSE DESCRIPTOR:                       


NAME OF FACULTY MEMBER:              Dr. Barbara Fields

TITLE OF FACULTY MEMBER:               Adjunct Instructor



FACULTY OFFICE TELEPHONE NUMBER:                  1 816 741 5972

FACULTY PARK EMAIL ADDRESS:                     


FACULTY WEB PAGE ADDRESS:                                   

DATES OF THE TERM:                              June 6-July 29, 2005

CLASS SESSIONS DAYS:                           Thursdays

CLASS SESSION TIME:                              1:30-6:00


CREDIT HOURS:                                         3



The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.



Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.



ED606 is a course designed to give students an overview of curriculum theory that discusses current issues in curriculum and gives the teacher the opportunity to develop useful curriculum.



The instructor’s philosophy includes the use of direct instruction, student interaction with other students in various grouping arrangements, and dedicated reading, evaluating, and synthesizing on curriculum.


A student should approach his/her education as a privilege leading to an improved society for all.  An appropriate education assists the student in reviewing the past, evaluating the present, and looking to the future with a positive, educated perspective.  The instructor promotes a love for learning and one’s chosen area of study.  Curiosity, enthusiasm, and dedication to knowledge acquisition are vital for a student to succeed. 



  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.  (MOSTEP 1.2.3, 1.2.4)

  1. Students will develop a method of inquiry that will enable them to integrate it into their own professional

development.  (MOSTEP 1.2.1)

  1. Students will develop a personal philosophy of curriculum and instruction that can be applied in their own professional development.  (MOSTEP 1.2.6, 1.2.7)
  2. 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. (MOSTEP 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)
  3. Students will explore educational issues that impact the classroom and student learning, such as issues

of race, gender, and class.  (MOSTEP 1.2.1, 1.2.2, 1.2.9)

  1. Students will explore possible ways education can impact student understanding and participation in a

Democratic society.  (MOSTEP 1.2.2, 1.2.9)



Kliebard, H.M. (1995).  The struggle for the American curriculum:  1893-1953 (3rd ed.).  New York:  Routledge.


Wink, J. (2000).  Critical pedagogy:  Notes from the real world (3rd ed.).  New York:  Addison-Wesley Longman.


Please bring a loose leaf notebook with dividers to class each week.


Instructor will provide other articles and items of study.


ACADEMIC HONESTY: “Academic Honesty is required of all members of a learning community.  Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments.  Students who engage in such dishonesty may be given failing grades or expelled from Park.”


PLAGIARISM: Plagiarism—the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work—sometimes occurs through carelessness or ignorance.  Students who are uncertain about proper documentation of sources should consult their instructors.”


ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences.  The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment.  Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties.  In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of “F”.  An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course.  Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.  Reports of F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.



All assignments are due on the dates given in the syllabus unless changed by the instructor.  Work will receive a grade reduction for each class session late.  If a student knows he/she will be missing a class, work should be given the instructor prior to the missed class, or it will be considered late.




Students will be assessed as follows:


Attendance and Participation                                    20

Class Presentation                                                     20

Curriculum Project                                                     20

Journal                                                                        20

Personal Philosophy Statement                                 20


During class periods quizzes may be given to assure that reading is being completed in a timely manner.  Attendance and participation include listening skills while other students and speakers present.




Teachers must develop superior oral, written and organizational skills.  Students will develop these areas during class, as well as listening skills as others present.  All of the following work must be word processed, unless an assignment is completed during class.


The points above are earned for the following work:



Students must keep current on all readings.  A reflection of each is recorded in the reading section of the notebook.  It is the responsibility of the student to analyze, synthesize, and evaluate each reading.  The readings can serve as resources for the personal philosophy statement and the curriculum project.


Please follow the outline below for each reflection:


Name              Date

Title of Article

Main idea of the reading

List 3 important statements, concepts, assumptions used to support the main idea.

Discussion of any experience with the ideas or information from the article.

Any bias detected in the article

Will this article affect the reader’s teaching or philosophy?

Any change in the reader’s view of schooling from reading the article?



Your journal will give you a place to discuss your views on curriculum and your project during the summer of ’05.  The journal will serve as an educational blog for your growth.


The journal should demonstrate growth from the readings and information from class.  Questions and concerns the students have for the instructor should be included in the journal.




Each student will present to the class, and work on listening and reflection skills and understandings over the students’ presentations.  The presentations are designed to do the following for the class:

  1. Organize the text information
  2. Supplement the text information
  3. Reinforce key points
  4. Clarify and interpret information
  5. Promote a sense of learning community in the class


Curriculum Philosophy Statement:

The students will fine tune a philosophy of curriculum theory.  The student should reference key sources (APA style) in their development of a philosophy.  The personal curriculum philosophy should be no longer than 4 double spaced pages.  A one page abstract of the philosophy should be given to each member of the class for their notebook.  The philosophy should include the following:

  1. Goal of education
  2. Roles of all parties in the educational community (student, teacher, parent, administration, community)
  3. Diversity
  4. Technology


The personal philosophy will be refined through-out the course.  It should be considered a “work in progress” that keeps a practicing educator focused.


Curriculum Project: 

This project should demonstrate the students’ philosophy statement.  It is the philosophy in action.  The project brings theory into practice.


The project should include an entire body of time—quarter, semester, etc.  It should be no longer than 25 pages.


Parts of the Project include, but are not limited to:

            Introduction:  Overview of who, what, why, and how


            Rationale:  Includes goals, demographics of the learners, information on the school, school

                        Community, and district


            ILO’s:  These will be a mix of cognitive, affective, or psychomotor.  ILO’s are the skills and

                        understandings you want the student to learn and know how to do.  The ILO’s should

                        demonstrate knowledge of diversity issues, special needs students, and the gifted.

                        If you are revising a written curriculum, your new materials must be in bold, color, or in                                    some designated way reflect the change.  District standards and Missouri Standards should

                        be included.


            FOCI:  This is the theme of the project and for each unit.


Instructional Strategies:  The facilitation of learning can be accomplished in many ways.  Keep in              

            Mind the various ways you might assist the students with their learning.  Include

            accommodations for special students.


Materials and Supplies:  List videos, books, equipment, etc. needed to complete your project.


Evaluation:  Each ILO should have a means of evaluating success.  The evaluation must be

            measurable or observable.  Each ILO should be evaluated.



Enter the classroom before the class begins.  Stay for the entire class period unless there is a personal emergency.  Two short breaks will be given each week.  Turn off all pagers and phones.  Please do not email assignments to the instructor.  There have been problems printing some assignments from the students.  Bring hard copies of your work to the designated class.



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 American with Disabilities Act of 1990, regarding students with disabilities and, to the extent 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:







June 9

Intro, syllabus, discussion,

Curriculum, philosophy, project


June 16

Kliebard Chapters 1-5

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5


June 23

Kliebard Chapters 6-11


Chapter 6

Chapter 7

Chapter 8

Chapter 9

Chapter 10

Chapter 11


June 30

Objectives/Wink Book

Chapter 1

Chapter 2


July 7

Wink Book

Chapter 3

Chapter 4


July 14

Wink Book

Chapter 5

Chapter 6


July 21

Wink Book

Chapter 7

Chapter 8

Notebook Review


July 28

Curriculum Projects Due

And Presented, Discussion of Course


GRADING PLAN: (This section is where you list your course grading plan(s) for assessment measures.  Example: Examinations                Two                 100 point each)

The grading plan is listed above in the Course Assessment section.  100 points will be possible with each of the major sections of the course worth 20 points.