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“Preparing Learner-Centered Inquiring Professionals”

Shawnee State University

Department of Teacher Education

EDCI 6601 Principles of Curriculum Theory

Time: Summer 2010 Location: MAS210

Kejing Liu, Ed. D. Office Hours

Associate Professor of Education Tuesday 12:00 – 1:45 pm

Massie Hall 236 Wednesday 12:00 – 2:00 pm

Phone: 351-3211 Thursday12:00 – 1:45 pm

kliu@shawnee.edu Or by appointment

Course Description:

Introduces the fundamental concepts and principles of curriculum design and development, with a wide range of curriculum models in different theoretical frameworks

Credit Hours: 3

Co/requisite: Per Program Description

Meeting Time: Thursday 5:00 – 8:00 (face-to-face);

Online Meetings: Monday pm??? (will be decided in the first class meet.)

Required Textbooks:

1. Ornstein, Allan, C. & Hunkins, F. P. (2008). Curriculum: Foundations, Principles and Issues (5/E). Allan & Bacon

1. Dewey, J. (1995). Experience & Education. New York: Simon and Schuster. (Note: this book was originally published in 1938).

1. Tyler, R. W. (1969). Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press

Course Objectives:

By the end of the semester, the candidates will be able to demonstrate a thorough understanding of

1. curriculum and philosophy;

2. the evolution of the curriculum and methods of teaching;

3. key aspects of curriculum studies;

4. knowledge and the curriculum;

5. curriculum as process – aims and principles;

6. curriculum development, change and control; and

7. curriculum assessment, evaluation, appraisal and accountability.

By the end of the semester, the candidates will be able to

1. identify, analyze and solve conflicts in educational theory;

2. apply theories and principles of learning to field practicum;

3. outline the stages of growth in curriculum development;

4. design a meaningful curriculum for target group of students;

5. implement developmentally appropriate approaches to enhance student learning;

6. compare and contrast diverse principles of curriculum; and

7. implement diverse principles of curriculum theory into their teaching planning.

Alignment of Learning Outcomes NBPTS, ESB and SSU Conceptual Framework:

The learning outcomes of EDUC 6601 - Principles of Curriculum Theory – is well-aligned to NBPT Standards, Ohio Teacher Standards, NCATE Standard I, and SSU Unit Candidates Performance Goals. Specifically, EDUC has met NBPT Standard II: Teachers know the subjects they teacher and how to teach those subjects to students (subject knowledge, teaching subject, strategies for understanding), Ohio Teacher Standards for Content: Teachers know the content area for which they have instructional responsibility, NCATE Standard I (Advanced Level) for content: Teacher candidates know the content that they plan to teach and can explain important principles and concept delineated in professional, state, and institutional standards, and the SSU Unit Candidates Performance Goals – Domain 1: The SSU teacher candidate is well grounded in general studies and the specific discipline.

Course Requirements:

1) Timeline of Curriculum Development 100

2) A Curriculum Textbook Review (Individual) or 100

3) Three Curriculum Theory Article Review (Individual) 100

4) A Comparison of Curriculum Principles in the 1960s and Those of 21^st Century 100

(Individual)

5) Implementation of Curriculum Principles into Teaching – Your Own Model 100***

6) Class Presentation -- Your Unique Model of Curriculum 100

7) Class Discussion, Contribution, and Participation 100

TOTAL 500

*** = Bonus Points

Grading Scales:

94⁺ % = A 90⁺ % = A^-

87⁺ % = B⁺ 84⁺ % = B 80⁺ % = B^-

77⁺ % = C⁺ 74⁺ % = C

Technology Used to Impact Candidates Learning

To enhance student learning outcomes, each candidate must have access to Blackboard (Elluminate Life, in particular), computer lab, CMC, library/Ohio link, and other online resources. Microsoft Work, Power Point, Excel are expected to use while completing assignments or projects.

Attachments:

Appendix A - Weekly Main Topics – Tentative to Change

Appendix B - Policy of Attendance/Preparation/Assignments & Late Assignments

Appendix C - Assignment Descriptions

Appendix D - Supplemented Readings