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:

 



[1] Revised 8-26-08 --rlh