Syllabus[1]
TECD 6936:
Fundamentals of
Curriculum Development\
Randy L. Hoover,
Instructor
2210 Beeghly College of
Education
(941-3260)
DrRHoo@cisnet.com
http://cc.ysu.edu/~rlhoover/ClassConnections
Prerequisite: Graduate Standing
Primary
Texts:
Understanding
by Design—
Wiggins & McTighe (2005)
Experience and
Education--
John Dewey (1938)
Herland-- Charlotte Perkins
Gilman (1915, 1979) This text is free and online at
http://ofcn.org/cyber.serv/resource/bookshelf/hrlnd10/
Lies My Teacher Told
Me--
(Lowen)
6936 Course Materials
(CRC: Closed Reserve)
Supplementary Texts: (Not required, but the
following may be helpful.)
Democratic
Discipline: Foundation and Practice-- Hoover and Kindsvatter (1997)
Teaching Methods for
Empowerment: The Pedagogical Imperative—Hoover (1999)
Catalog
Description: Historical and social bases for curriculum development in the
American school. Principles for determining content and its sequence and grade
placement. Theoretical issues and patterns of curriculum organization.
Course
Purpose:
The purpose of this course is to examine the theoretical framework and
practical application of curriculum development within the economic, social,
political, and educational context of American schooling. Emphasis is placed
upon the student gaining a clear understanding of the interrelatedness among
curriculum, instruction, and evaluation to the purpose of schooling. Given this
interrelatedness, the course does not deal with curriculum simply as course
content independent of other facets of the process of education.
The
course is intended to provide students with an opportunity to analyze and value
the complexities of curriculum development within historical, cultural,
philosophical, and personal contexts. We expect the student to be able to use
this knowledge to address current problems in public schooling, including not
only what is taught but what is not taught in the particular light of how the
elements of curriculum play out across race, class, gender, ethnicity,
disability, and life-style preferences. The student is expected to recognize
the fundamental differences between education and training as well as their
concomitant artifacts and effects that manifest themselves in the schools and
in the personal and professional lives of our citizenry.
Course
Overview:
The course will engage the students in understanding and using key principles
in curriculum development. Likewise, the student will recognize and understand,
as requisite to curriculum development, the purposes of schooling in terms of
the distinctions between curriculum development for deskilling and training as
compared to curriculum development for empowering and educating. Students will
be asked to apply the concepts, principles, and ideas of curriculum theory to
developing real-world curricula.
Grading
and Assessment:
Other:
Anyone requiring special adaptations or accommodations
should inform the instructor as soon as possible. In accordance with University
procedure, if you have a documented disability and require accommodations to
obtain equal access in this course, please contact the office of Equal
Opportunity and Disability Services at the beginning of the semester or when
given an assignment for which an accommodation is required. Students with
disabilities must verify their eligibility through the Office of Disability
Services' (330-941-1372) intake procedure.
Primary
Topics: