Curriculum Development Perspectives Principles And Issues
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Curriculum Development: Perspectives, Principles and Issues by Mrunalini Talla Pdf
Curriculum Development: Perspectives, Principles and Issues gives a broad overview of the various perspectives on the subject and acquaints the teachers and teacher educators with the principles of curriculum development. It begins by giving the account of historical developments, the philosophical and sociological basis and goes on to describe the processes and models in curriculum development. This book approaches students in a way to enhance their interest in curriculum research.
Perspectives in Curriculum Studies by A Zama,N. Endeley Pdf
Perspectives in Curriculum Studies by Margaret Nalova Endeley and Martha Ashuntantang Zama is a comprehensive textbook for graduate students of Curriculum Studies and Instruction, and a guide for education practitioners wherein they articulate contemporary curriculum concepts, principles and applications in the field. With illustrations from informed African perspectives, the authors situate curriculum theory and practice in local contexts so that African scholars, educators, and others may be equipped with knowledge and skills to develop and maintain appropriate and relevant curricula for quality education. Framed in sixteen chapters, grouped in five parts, the text begins with the exposition of basic terminology, curriculum theory and foundations of the curriculum before delving profoundly into the curriculum development process. The latter portion gives the reader the opportunity to explore, analyse and evaluate different curriculum planning approaches and models, curriculum design dimensions and patterns, and procedures for the development of syllabuses, textbooks, and other curriculum materials. Also, Curriculum implementation tasks as well as strategies for evaluation of programs and courses are presented and discussed. Since curriculum and instruction are highly intertwined notions, instructional design is elaborately treated in two chapters bringing out its theoretical underpinnings and procedures. The book closes with global perspectives of curriculum development in practice. The goal here is to provide insights into trends, issues, and challenges not only in curriculum development but also in the curriculum field, which should generate action towards the improvement of curriculum practice and spur the search for new knowledge.
Curriculum Planning and Development by T. B. Igwebuke Pdf
This book is the product of twenty-five years of research and teaching in the field of curriculum development, as well as extensive observation of, and consultation with trainees (educates) and classroom teachers on curriculum development problems. It attempts to provide help to education students who study curriculum Development in Colleges of Education, Polytechnics, Institutes and Faculties of Education of Universities. Its primary aim is to achieve a concise but scholarly account of the contexts and nature of curriculum planning and development, and of the problems and issues relating to them. This account, the author hopes, will contribute to the continuing effort to improve the quality and efficiency of the curriculum planning and development. The author therefore feels that teachers, members of school boards and educational researchers will find this book useful. The book is divided into thirteen chapters. Chapters one and two present curriculum planning and development in perspectives. They examine the meaning and purpose of education, definition of curriculum, views about curriculum scope of curriculum studies and history of curriculum development in Nigeria. Chapter three highlights the different patterns or types of curriculum organizations and their strengths and weaknesses. Chapter four to ten discuss the curriculum planning and development process. These chapters provide some guidelines on what to do on each of the various stages of curriculum planning and development. Chapter eleven examines curriculum innovation and change by highlighting the meaning of curriculum innovation and change, and the need for curriculum innovation. Chapter twelve discusses and some social contexts of curriculum development. Finally, chapter thirteen highlights the activities of some curriculum development bodies. The book is published by www.iiste.org
Perspectives in Curriculum Studies by Margaret Nalova Endeley ,Martha M. A. Zama Pdf
Perspectives in Curriculum Studies by Margaret Nalova Endeley and Martha Ashuntantang Zama is a comprehensive textbook for graduate students of Curriculum Studies and Instruction, and a guide for education practitioners wherein they articulate contemporary curriculum concepts, principles and applications in the field. With illustrations from informed African perspectives, the authors situate curriculum theory and practice in local contexts so that African scholars, educators, and others may be equipped with knowledge and skills to develop and maintain appropriate and relevant curricula for quality education. Framed in sixteen chapters, grouped in five parts, the text begins with the exposition of basic terminology, curriculum theory and foundations of the curriculum before delving profoundly into the curriculum development process. The latter portion gives the reader the opportunity to explore, analyse and evaluate different curriculum planning approaches and models, curriculum design dimensions and patterns, and procedures for the development of syllabuses, textbooks, and other curriculum materials. Also, Curriculum implementation tasks as well as strategies for evaluation of programs and courses are presented and discussed. Since curriculum and instruction are highly intertwined notions, instructional design is elaborately treated in two chapters bringing out its theoretical underpinnings and procedures. The book closes with global perspectives of curriculum development in practice. The goal here is to provide insights into trends, issues, and challenges not only in curriculum development but also in the curriculum field, which should generate action towards the improvement of curriculum practice and spur the search for new knowledge.
Up-to-date information for today's curriculum workers This practical text guides students step-by-step through the process of curriculum development, providing a solid foundation of key models, concepts, and issues pertaining to curriculum today. "Developing the Curriculum, Seventh Edition," is full of references to classic and contemporary curriculum works, providing students with a synthesis of historic and contemporary principles and practices associated with creating an effective curriculum. In addition, the author introduces a model that combines curriculum and instruction and carefully explores issues and challenges at each stage. Each chapter provides objectives, exercises, and end of chapter questions, giving students the opportunity to critically analyze and review key concepts and strategies. With website references throughout and resources for curriculum developers in convenient appendixes, students will find this book a resource to keep throughout their careers in education and administration. New features for the seventh edition: Thorough discussion of the No Child Left Behind Act, providing critical background on curriculum and teaching today. Updated content throughout reflects recent broad changes in education, including smaller learning communities and changes in some middle schools' status (Ch. 9), measurement (Ch. 12), and standards and assessment (Ch. 15). A completely revamped Issues in Curriculum Development chapter (Ch. 15) focuses on the twelve most important issues related to schooling and curriculum development and includes updated information on vouchers, charter schools, and home-schooling. Greater attention to technology, especially in Chapters 9 and 11, provides the information educators and administrators need to stay abreast of contemporary resources and modes of teaching.
Understanding by Design by Grant P. Wiggins,Jay McTighe Pdf
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
′This book will be of interest to educational practitioners, and many other professionals concerned with the education and development of the young′ - ESCalate `A very well-respected book [and a] Curriculum classic...[which offers] balance to current official publications...One of its strengths is the coherent argument that runs throughout. It is very much a product of the wide knowledge and experience of the author.′ - Jenny Houssart, Senior Lecturer, Department of Learning, Curriculum & Communication, Institute of Education, University of London, UK Praise for previous editions: `I use this book as an essential course text for a module on curriculum theory. It is an excellent text for the whole course′ `Vic Kelly′s writing is always concise and informative, but also at times challenging′ `A most comprehensive text that takes the reader beyond content/balance issues values, beliefs and assumptions on the curriculum′ This is the sixth edition of a book that has been regularly revised and updated since it was first published in the mid-1970s. A V Kelly′s now classic work focuses on the philosophical and political dimensions of curriculum, and especially on the implications for schools and societies of various forms of curriculum. The book outlines what form a curriculum should take if it is concerned to promote a genuine form of education for a genuinely democratic society. Kelly summarises and explains the main aspects of curriculum theory, and shows how these can and should be translated into practice, in order to create an educational and democratic curriculum for all schools at all levels. The book also seeks to show that the politicization of the school curriculum has led to the establishment of policies and practices which demonstrate a failure to understand these principles of curriculum theory and practice. As a result, policies and practices have been implemented which fall short of being adequate. In view of the rapid pace of educational change imposed by various governments over the last 35 years, including New Labour, this book is more relevant than ever.
Curriculum Development by Daniel Tanner,Laurel N. Tanner Pdf
With its focus on the application of theory to actual classroom practice, this book' s treatment of the full spectrum of curriculum design and practice has set the standard for completeness for nearly two decades. Part I explores the historical roots of current curriculum issues and practices, emphasizing the assessment of leading efforts at reform. Part II offers a critique of changing concepts of curriculum, conflicting curriculum and educational rationales, and influences for and against change. In Part III, major crosscurrents in reform and reconstruction are discussed, including social crises, the " knowledge explosion" , curriculum articulation, and emerging designs. Part IV focuses on curriculum research and improvement, paying particular attention to the roles of teachers, supervisors, administrators, and curriculum specialists in the process.
