Curriculum Theories Orientation

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8/18/2019 Curriculum Theories Orientation

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Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition

Curriculum Theories and Orientations

6.1 Curriculum as technical theory

6.2 Curriculum as knowledge theory6.3Curriculum as learning-development theory

6.4 Curriculum as political-moral theory

(Eisner, 1970)

The thinking that occurs within a discipline, or a

coherent group o tested general propositions,

commonly regarded as correct, that can !e

used as principles o e"planation and predictionor a class o phenomena# $instein%s theory o

relativity. &ynonyms# principle, law, doctrine.

What is a Theory?

' curriculum theory ia a set o related

educational concepts that aords asystematic and illuminating perspective o

curricular phenomena ()rnstein, 2**+

Curriculum Theory

Functions of

Curriculum Theory To descri!e

To e"plain

To predict

To provide a critical perspective on schools

and society

To guide practice

Functions of Curriculum Theory

1. Description

rovides a narrative classiication o

knowledge in a particular discipline

nterprets the comple" activities o a

discipline

2. Explanation

/ addresses the 0why uestion - not only

points out the relationship !etween

phenomena !ut suggest the reasons or therelationships

/ serves as a guide - helps researchers

choose data or analysis - theory generatedguides urther investigation

can predict the occurrence o as yet

uno!served events on the !asis oe"planatory principles im!edded within it.

3. Prediction

Functions o !urriculu" Theory

4. To provide a critical

perspective on schools andsociety

&ome theorists like ichael 'pple most

concerned with providing educators with a

critical perspectives on the society and its

schools

.To !uide practice

&ome theorists, such as alph Tyler

most concerned with guiding practice.Their work is to help educators make

more reasoned choices.

Functions o !urriculu" Theory

". Curriculum as technicaltheory

/ views curriculum planning as a technical task

5 a means-ends approach/ accounta!ility movement is representative o

this orientation

/ en7amin loom, 8ilda Ta!a, alph Tyler,

and 9ohn :ewey all advocated such an

approach

/ In general, either one or a combination

of these ve orientations dominates

teachers' and schools' approaches to

curriculum.

/ In order to clarify and create a

consistent curricular approach, it is

important to identify which of these

orientations are important, the proceed

to enact these approaches in a

consistent manner (Elliot Eisner, 19!"

Curriculum as

technical theory

Curriculum as

knowledge theory/ "a#or unction o school is to oster intellectual $ro%th in sub#ect areas that

are "ost i"&ortant

/ all children should be introduced to basic ields o study in order to ind

%hat they're $ood at and interested in

/ lin( %ith )dealist traditions ** studyin$ the +$reat boo(s+, etc

/ de-elo& &eo&le's rational abilities

Curriculum as learning-

deelo!ment theory

/ "a#or unctions o school are to .1/ hel& children learn ho% to

learn and .2/ &ro-ide children %ith o&&ortunities to use and

stren$then -ariety o intellectual &rocesses

/ $enerally -ie%s "ind as "ade u& discrete and relati-elyinde&endent abilities

/ e"&hasies &rocess o-er content

/ curriculu" ocus tends to be &roble" centered

/ $mphasi;ing coverage o many topics, so that the knowledge

is ragmented and disconnected, so that most students are

una!le to develop meaningul and coherent understandings.

/ ressures o testing and curriculum coverage in reading and

mathematics, prevent many teachers rom covering social

studies, science, art, etc. in any depth. 't the same time,

inuiry, critical thinking, and creative thinking are not

addressed, !ecause o the time it takes to develop these skills.

Curriculum as

!olitical-moral theory

!lassiication o Sta$es o

Theory 5e-elo&"ent

Sta$e 1 6 Basic Theory 6 descri&ti-e e&lanations

Sta$e 2 6 7iddle 8an$e Theory 6 conce&tual ra"e%or( or

$uidin$ in4uiry and &ractice

Sta$e 9 6 General Theory 6 conce&tual sche"e or e&lainin$ an

entire uni-erse o in4uiry

!lassiyin$ !urriculu"

Theories/ &tructure oriented theory

/ <alue oriented

/ Content oriented

/ =nowledge centered curricula

/ &ociety centered curricula

/ rocess oriented theory

/ 'lternative curriculum approaches

Structured :riented

Theories/ 'naly;es the components o the curriculum

and their interrelationships

/ Tend to !e descriptive and e"planatory

/ &eeks to descri!e and e"plain how curricularcomponents interact within an educational

environment

/ Concerned primarily with analy;ing

components o the curriculum

; !o"&onents o the

Written !urriculu"

/ ' rationale or the curriculum

/ 'ims, o!7ectives and content

/ nstructional methods

/ >earning materials and resources

/ Tests and?or assessment measures

<alue :riented

TheoriesCritical analysis o the values and assumptions

made !y curriculum makers and their products

!ontent :riented

Theories/ rescriptive determination o the content o

curriculum and to !e prescriptive in nature.

/ Child center curricula with the child !eing the

!eginning point, the determiner, and the shapero curriculum.

/ =nowledge centered curricula @ advocates a

knowledge centered curricula.

/ &ociety centered curricula @ starting point is

social order.

Process :riented

Theories:escription and?or prescription o how curricula are

developed or recommending how curricula should

!e developed

!urriculu" as !han$e

Technology can !e a catalyst o curriculum

change. Current new research on how the

!rain learns, metacognition, and learning toread have provided constructs to !e

considered when developing curriculum.

Theoretical School o

the Future

$nvisions schools o the uture as learning

communities where teachers and studentsinuse technology seamlessly into classroom

practice (atterson, 2**A.

Areas o !urriculu"

8e-ie% Should )nclude

/ 8istorical development o curriculum studies

/ Current theory and practice in the ield

/ acro and icro dimensions in curriculum

/ $thos and cultural considerations

/ rocess o curriculum change

/ mpact o technology

Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd

/ odels o instructional design and learning

strategies

/ dentiication and implementation o

appropriate teaching methods/ odels B techniues o assessment B

evaluate process

/ &ta development needs

/ ractical application o design B product

Areas o !urriculu"

8e-ie% Should )nclude

Curriculum Theories Orientation

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