Curriculum development (eseb2054)
Week 9

Curriculum theory 

 Theory is a symbolic construction that is designed to bring generalisable facts or laws onto systematic connection.

Sources of curriculum theory is Philosophy, change theory, organisational development theory, group behavior and non-mainstream. 

Bases of curriculum theory : 

Scientific Theory - Logically connected statements that generalise to and offer explanations of particular areas.

Philosophical and Humanistic Theory -  Assumptions or beliefs that explain what ought to be.

CURRICULUM DEVELOPMENT (ESEB2054)
WEEK 8

     The term curriculum worker (used interchangeably with curriculum supervisor, curriculum leader, curriculum coordinator and curriculum specialist) encompasses various educators, from teachers to superintendents.

Who are this people in Malaysia?

- A curriculum supervisor : usually a chairperson, assistant principal, or principal- generally works at the school level.

- A curriculum leader can be a supervisor or administrator : a chairperson, principal or director or associate superintendent of curriculum.

CURRICULUM DEVELOPMENT (ESEB2054)
WEEK 7

CURRICULUM APPROACHES, BEHAVIORAL, MANAGERIAL, SYSTEM, ACADEMIC AND HUMANISTIC APPROACH.

Technical-scientific approaches

Behavioral-rational approach : it is the oldest and still more preferred approach by many educators. It clearly defines the objectives (why), content (what), method (how), sequence (when), and scope (how much) of a curriculum by the Taba and Tyler Models, 1969.

Systems-managerial approach : This approach considers the major interconnectedness of inputs, throughputs and outputs that comprise the educational system.

Intellectual : academic approach : It identifies three fundamental factors- the learner, the society and the organized subject matter.

CURRICULUM DEVELOPMENT (ESEB2054)
WEEK 6



Domains of curriculum•No specific domain•The lack of consensus of the curriculum domains is illustrated by the experts themselves.•viewed curriculum in terms of•ideological (philosophical–scientific),•technical (design), and•operational (managerial) issues9 curriculum domain : curriculum philosophy, research, theory, history, development, design, evaluation, policy and as a field of study.

Types of curriculum

1.Recommended curriculum delineated by scholars and professional organizations;


2.Written curriculum that appears in state and school district documents;


3.Taught curriculum that teachers attempt to implement;


4.Supported curriculum that helps implement or deliver the curriculum resources such textbooks and computers;


5.Assessed curriculum that is tested and evaluated;


6.Learned curriculum, what the students actually learn; and

7.Hidden curriculum, unintended curriculum


Basis of national curriculum

Promoting world-class curriculum and assessment :- a solid foundation in skills and knowledge on which further learning and adult life can be built.- deep knowledge and skills that will enable advances learning and an ability to create new ideas and translate them into practical applications.- general capabilities that underpin flexible and critical thinking, a capacity to work with others and an ability to move across subject disciplines to develop new expertise.


5 Principle of Curriculum Development

Principle 1 : The essence of curriculum design the need for a conceptual framework.

Principle 2 : conceptualizing attitudes and beliefs about learning

Principle 3 : An epistemological rationale

Principle 4 : The curriculum development

Principle 5 : The political realities of curriculum development

CURRICULUM DEVELOPMENT (ESEB 2054)
WEEK 5
SOCIAL FOUNDATIONS OF CURRICULUM

Difference between schooling and education...

Social and development theories

- A number of theories focus on global aspects of human 

growth and development. This is because they emphasize 

the study of behavior as a totality, starting with infancy, they 

combine Gestalt psychology with socialization.

6 periods in human development :

 (1)infancy and early child- hood,

(2)middle childhood,

(3)adolescence,

(4)early adulthood,

(5)middle age, and

(6)late maturity. 

The culture of the school is conformity in class and copying 

and caring. The culture of the classroom is peer group, peer 

culture and the school and peer and racial group.

Curriculum Development (ESEB2054)
week 4

Psychology - curriculum

•Basis of understanding – John Dewey

•a “screen” – Ralp Tyler

•Modes of thinking – Jerome Bruner

•

•“Unifying elements of the learning process.  It forms the 

   basis for the methods, materials, and activity of learning… 
   
   serves… for many curriculum decision (p. 100)”

Major theorist of learning

•Behaviorism – stimulus and reinforces

•Cognitivism – mental operation

•Humanistic psychology – whole child (social, psychology, 

 and cognitive development)

CURRICULUM DEVELOPMENT
Week 3

Philosophical foundations of curriculum :

Philosophy is defined as “ love of wisdom”. Philosophy is the beginning point in curriculum decision making and is the basis for all subsequent decisions regarding curriculum and it was the center of curriculum. Philosophy will help us on some question such as “what are schools for, what are subjects are of value and so on. The relationship of philosophy with school is to studies of learners, use of philosophy, studies contemporary life, suggestions from subject specialist and use of psychology of learning. Major of philosophy is like idealism, realism, pragmatism and existentialism. 

Idealism is most to spiritual, moral or mental. Truth and values are seen as absolute, timeless, and universal. For idealism, curriculum is hierarchical. Concept and abstract subjects are the top subjects. (Philosophy, theology).

Realism is where people can come to know the word through their senses and reason. Things will happen according to purpose and in orderly way. It is most focus on 3'R which is Reading, Writing and Arithmatic's. Besides, it has organized separate subjects curriculum.  For example study of humankind experience becomes history subject. 

Pragmatism is referred to as experimentalism, based on change, process, and relativity. There are nothing can be viewed intelligently except in relation to a pattern. For curriculum, it was views teaching as more exploratory than explanatory.

Existentialism is stress in individualism and personal self-

fulfillment. It prefers to free learner to choose what to study 

and determine what is truth. It also consists of experiences 

and subjects that lend themselves to philosophical dialogue 

and acts of choice making: Literature, drama, film-making, 

art, etc.Classroom would be rich in materials.

There also another major of philosophy such as 

perennialism, essentialism, progessivism and 

reconstructionism. 

Historical foundation of curriculum

Why is it important to know curriculum’s historical foundations? It is because a knowledge of curriculum’s history provides guidance for today’s curriculum makers. We begin our discussion with the colonial period and proceed through the 18th, 19th, and 20th centuries. Most of our discussion focuses on the past 100 years. As we know, each country has its own history of education. Such as American, their history of education is from colonial, transitional and national period. For our country it was

Malacca sultanate, British, Japan, Pre-Independent- post independent.  

Types of colonial schools is like Town school, paranoid school, colleges, academies, Latin Grammar school and Privates school. National period start from  1776 until 1850. At this time, we are with new government came a new mission for schools, saw the first laws to mandate the existences of schools in certain communities.