1. education

KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDCI 9000 Curriculum Trends & Issues
Department Secondary and Middle Grades Education
Degree Title (if applicable) Ed.D. in Curriculum & Instruction
Proposed Effective Date Summer 2013
Check one or more of the following and complete the appropriate sections:
X
Sections to be Completed
New Course Proposal
II, III, IV, V, VII
Course Title Change I, II, III
Course Number Change
I, II, III
Course Credit Change
I, II, III
Course Prerequisite Change I, II, III
Course Description Change I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
_____
Faculty Member
Approved
Not Approved
Department Curriculum Committee Date
Approved
Not Approved
Department Chair
Approved
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Date
Date
Not Approved
College Curriculum Committee
Approved
Not Approved
College Dean
Date
Approved
Not Approved
GPCC Chair
Date
Approved
Not Approved
Dean, Graduate College
Date
Date
Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
___
Course Prefix and Number ___
Course Title ___
Class Hours
____Laboratory Hours_______Credit Hours________
Prerequisites ___
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number EDCI 9000
Course Title Curriculum Trends & Issues
Class Hours
_3___Laboratory Hours____0___CreditHours____3____
Prerequisites Admission to doctoral Program
Description (or Proposed Degree Requirements)
CATALOG COURSE DESCRIPTION 3-0-3. This course serves as an advanced study of
contemporary trends, issues, and research in curriculum theory and design. Intended for teachers
and other education professionals serving as curriculum decision-makers. The emphasis of the
course is on current research in the field of curriculum. Topics will be examined through
historical and contemporary contexts with emphases on themes linked to policy and practice.
EDCI 9000 examines trends and issues from multiple perspectives and serves as an impetus to
students understanding of the current tensions in the field. Finally, this course will provide
students with a deeper understanding of current trends and will also develop the skills needed to
critique ideas and issues in education.
III.
Justification
This course will be one of the Advanced Curriculum & Instruction and P-12 Service Core in the
Ed.D. in Curriculum & Instruction program. It is designed to offer candidates initial, yet in-depth,
knowledge and experience in planning, implementing, and evaluating curriculum as part of a new
PSC-approved certification program. An advanced curriculum and instruction course, it allows
students to broaden their knowledge of curriculum trends and issues beyond—albeit related to—
their classroom practice. This course helps students become curriculum experts who can plan,
evaluate, and improve curriculum at all levels of the P-12 experience. Curriculum as a field of
study is both complex and diverse with multiple perspectives and approaches This course will allow
students to explore and make meanings of historical and contemporary contexts with emphases on themes
linked to policy and practice. EDCI 9000 examines trends and issues from multiple perspectives so that
they might also develop the skills needed to critique ideas and issues surrounding middle and secondary
education.
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IV.
Additional Information (for New Courses only)
Instructor: R. U. Whitlock
Text:
1.
Ornstein, A., Pajak, E. & Ornstein, S. (2010). Contemporary Issues in Curriculum. New
York: Prentice Hall.
2.
Au, W. (2011). Critical Curriculum Studies: Education, Consciousness, and the Politics of
Knowing. New York: Routledge.
3.
Noll, J. (2011). Taking Sides: Clashing Views on Educational Issues. 16th edition. New York:
McGraw-Hill.
Prerequisites: Admission to Doctoral Program
Objectives: Note: Course Objectives aligned with BCOE PSC Advanced Program
Proficiencies & NCATE Standards
Course objective
4. Identify and analyze the sources of curriculum
PSC C&I Standard
(Institutional
Standard)
4.2, 4.3, 7.1
NCATE
Standard
Experience/
Assignment
1e, 1f, 1g
● Course
as a means of understanding and applying
emerging trends and initiatives to improve
student learning.
Critically analyze current curriculum
research to understand tensions and
complexities surrounding contemporary
curriculum trends, issues, and discourses.
5.1, 6.1, 6.2, 7.1
1e, 1f, 1g
Readings and
Responses
● Literature
Review
● Course
Readings and
Responses
● Curriculum
T&I Project
6. Demonstrate an ability to investigate, analyze,
1.1, 6.1, 6.2, 7.1
1e, 1f, 1g
● Course
5.
and reflect professionally in terms of the
issues and trends likely to emerge in the field
of curriculum.
7. Construct a personal and professional
approach to identifying and analyzing future
trends and issues in curriculum.
5. Explain and discuss the emerging policies and
regulations that influence curriculum design,
development, implementation, and evaluation.
Readings
● Curriculum
T&I Project
1.4, 3.1, 4.2, 5.1, 6.1,
7.1
1e, 1f
3.1, 5.1, 6.1, 6.2, 7.1,
7.2, 7.3
1e, 1f, 1g
Instructional Method
A variety of instructional methods will be employed to maximize student
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● Course
Readings and
Responses
● Curriculum
T&I Project
● All Course
Activities
engagement and learning. Strategies include instructor- and student-guided
discussion, text analysis and written reflection, direct instruction, project-based,
group collaborations, and field-based. Instruction integrates theory and practice as
it relates curriculum trends and issues, allowing students to demonstrate an ability to
investigate, analyze, and reflect professionally in terms of the issues and trends likely to
emerge in the field of curriculum. The following course assignments illustrate the depth
and breadth of instructional methods:
1.
2.
3.
4.
5.
Blog Postings on Readings. You will post to the class blog a focused, academic reaction to
the readings for the week that articulates how your thinking is evolving in relation to the
concepts discussed in the text. In addition, you will respond to the posts of two classmates.
Literature Review. You will submit a comprehensive literature review that summarizes and
critiques one or more contemporary trend/issue related to curriculum.
Curriculum Application and Reflection. Working in your own educational setting, you
will apply one or more of trend/issue in curriculum to your practice and write a reflection
paper about the issue impacts you, your students, your school.
Curriculum Trends & Issues Project. You will propose and design a curriculum project
that synthesizes and applies what you have discovered about contemporary trends and issues
in curriculum to your unique educational setting. You will prepare a holistic, comprehensive
examination of the contexts, sources, implications, and applications of the issue(s) you have
selected.
Curriculum Trends & Issues Presentation. You will present your curriculum project to the
class in a multimedia format.
Method of Evaluation
Course assignments will evaluate candidates’ ability to understand contexts and connections
among trends and issues in curriculum and appropriate teaching and learning experiences in
Curriculum & Instruction. Course objectives for Curriculum Trends & Issues for Middle and
Secondary Education are aligned with the appropriate PSC standards and used to measure the
candidate’s ability to plan and implement appropriate teaching and learning experiences in
Curriculum & Instruction. The (6) PSC Curriculum & Instruction standard categories are
Knowledge of Curriculum; Knowledge of Instruction; Knowledge of Content; Knowledge of
Students; Knowledge of Research; and Knowledge of Assessment. Course assignments allow the
Curriculum & Instruction faculty ensure that candidates meet professional expectations beyond
curriculum and instruction knowledge and skills.
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty (Reassignment of existing-See comment below)
Other Personnel
Equipment
Supplies
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Travel
New Books
New Journals
Other (Specify)
TOTAL
No new- Reassignment of existing
Funding Required Beyond
Normal Departmental Growth
Current Associate Professor who holds PHD in Curriculum Theory from Louisiana State
University has dual appointment in College of Education and College of Humanities.
She will be assigned full time to Bagwell College of Education and will be the primary
instructor for this course.
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VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Curriculum & Instruction
EDCI 9000
Curriculum Trends & Issues
3-0-3
Summer 2013
Regular
n/a
n/a
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
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VII Attach Syllabus
I.
COURSE NUMBER:
COURSE TITLE:
COLLEGE OR SCHOOL:
SEMESTER/TERM & YEAR:
II.
INSTRUCTOR:
TELEPHONE:
FAX:
E-MAIL:
OFFICE:
III.
IV.
CLASS MEETINGS:
TEXTS:
EDCI 9000
Curriculum Trends & Issues
Bagwell College of Education
1.
Ornstein, A., Pajak, E. & Ornstein, S. (2010). Contemporary Issues in
Curriculum. New York: Prentice Hall.
2.
Au, W. (2011). Critical Curriculum Studies: Education, Consciousness, and
the Politics of Knowing. New York: Routledge.
3.
Noll, J. (2011). Taking Sides: Clashing Views on Educational Issues. 16th
edition. New York: McGraw-Hill.
V. CATALOG COURSE DESCRIPTION: EDCI 9000. 3-0-3. Prerequisite: Admission to Doctoral Program.
This course serves as an advanced study of contemporary trends, issues, and research in curriculum theory and
design. Intended for teachers and other education professionals serving as curriculum decision-makers. The
emphasis of the course is on current research in the field of curriculum. Topics will be examined through historical
and contemporary contexts with emphases on themes linked to policy and practice. EDCI 9000 examines trends and
issues from multiple perspectives and serves as an impetus to students understanding of the current tensions in the
field. Finally, this course will provide students with a deeper understanding of current trends and will also develop
the skills needed to critique ideas and issues surrounding education.
VI. PURPOSE AND RATIONALE:
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KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK:
Collaborative development of expertise in teaching and learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders
who possess the capability, intent and expertise to facilitate high levels of learning in all of their
students through effective, research-based practices in classroom instruction, and who enhance
the structures that support all learning. To that end, the PTEU fosters the development of
candidates as they progress through stages of growth from novice to proficient to expert and
leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued
development, not an end-state. To be effective, teachers and educational leaders must embrace
the notion that teaching and learning are entwined and that only through the implementation of
validated practices can all students construct meaning and reach high levels of learning. In that
way, candidates are facilitators of the teaching and learning process. Finally, the PTEU
recognizes, values and demonstrates collaborative practices across the college and university and
extends collaboration to the community-at-large. Through this collaboration with professionals
in the university, the public and private schools, parents and other professional partners, the
PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels
of learning.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases:
preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg
(1996) believes that the concept of expertise is central to analyzing the teaching-learning process,
the teacher education faculty at KSU believe that the concept of expertise is central to preparing
effective classroom teachers and teacher leaders. Researchers describe how during the continuum
phases teachers progress from being Novices learning to survive in classrooms toward becoming
Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that
expertise is not an end-state but a process of continued development.
Use of Technology : Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher preparation
program, and all candidates must be able to use technology to improve student learning and meet Georgia
Technology Standards for Educators. During the courses, candidates will be provided with opportunities to explore
and use instructional media. They will master use of productivity tools, such as multimedia facilities, local-net and
Internet, and feel confident to design multimedia instructional materials, and create WWW resources. This course
serves to provide a basic foundation for statistical analysis in educational research. With computer lab experience
and assignments, students will:
■ Understand and explore a computerized statistical package (Excel/SPSS) used to
complete simple data analyses.
■
■
Learn to create a data file for statistical analyses.
Learn to conduct data analyses with the computerized statistical package.
Frequency distribution, correlation, and t-test.
■
Learn to interpret results from computer generated statistical analyses.
Analyses include:
Field Based Activities: While completing your graduate program at Kennesaw State University,
you are required to be involved in a variety of leadership and school-based activities directed at
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the improvement of teaching and learning. Appropriate activities may include, but are not limited
to, attending and presenting at professional conferences, actively serving on or chairing schoolbased committees, attending PTA/school board meetings, leading or presenting professional
development activities at the school or district level, and participating in education-related
community events. As you continue your educational experiences, you are encouraged to explore
every opportunity to learn by doing.
Professional Portfolio and Portfolio Narrative: Each graduate candidate is required to compile an online portfolio
of evidence that documents each candidate’s proficiencies as defined by the graduate CPI. Your Action Research
Project and the specific Reflective Narrative that accompanies it must be added as evidence to your portfolio from
this course in addition to the Diversity Assignment. Additionally, a required element in each final portfolio for the
Graduate Program is a portfolio narrative reflecting on each of the proficiencies on the CPI with regard to what
evidence you have selected for the portfolio and how you make the case that the evidence you have selected in your
portfolio supports a particular proficiency, using the final Portfolio Narrative Rubric as a guide.
VII. POLICIES:
Diversity: A variety of materials and instructional strategies will be employed to meet the needs
of the different learning styles of diverse learners in class. Candidates will gain knowledge as
well as an understanding of differentiated strategies and curricula for providing effective
instruction and assessment within multicultural classrooms. One element of course work is
raising candidate awareness of critical multicultural issues. A second element is to cause
candidates to explore how multiple attributes of multicultural populations influence decisions in
employing specific methods and materials for every student. Among these attributes are age,
disability, ethnicity, family structure, gender, geographic region, giftedness, language, race,
religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style
differences provides a background for the consideration of cultural context. These diversity
issues will be directly explored in the Impact on Student Learning Assignment.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students must
visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual
assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State
University that address each of the multicultural variables outlined above.
Professionalism- Academic Honesty:
KSU expects that graduate students will pursue their academic programs in an ethical,
professional manner. Faculty of the M.Ed. in Adolescent Education program abide by the
policies and guidelines established by the university in their expectations for candidates’ work.
Candidates are responsible for knowing and adhering to the guidelines of academic honesty as
stated in the graduate catalog. Any candidate who is found to have violated these guidelines will
be subject to disciplinary action consistent with university policy. For example, plagiarism or
other violations of the University’s Academic Honesty policies could result in a grade of “F” in
the course and a formal hearing before the Judiciary Committee.
Professionalism- Participation, and Attendance: Part of your success in this class is related to your ability to
provide peer reviews and feedback to your editing groups regarding their research and their writing. Furthermore,
responding effectively and appropriately to feedback from your peers and the professor is another measure of one’s
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professionalism. In addition, since class meets only once a week, failure to attend class will likely impact your
performance on assignments and final exams. Please be prepared with all readings completed prior to class. We
depend on one another to ask pertinent and insightful questions. Finally, please turn off all cell phones. A ringing
phone and the resulting conversation is a nuisance and an unprofessional interruption in the flow of the class.
IRB Policies Relating to Student Researchers (KSU Candidates) in Educational Settings
KSU Requirements:
Research projects that are conducted in public school settings and involve human subjects in activities which are
considered “normal educational practices” (See 45 CFR 46.101 (b) in the federal guidelines) may be exempted from
Continuing IRB review. The KSU Institutional Review Board (IRB), not faculty members or student-researchers,
determines if a project meets the criteria for exemption. The research may qualify for an exemption even if the
findings and outcomes from such research are placed in online portfolios for KSU academic programs or presented
on occasions required for such programs (e.g., class sessions, capstone presentations).
The KSU IRB requires that the relevant faculty member complete a short form, including a description of the
assigned research project. This applies to the Impact on Student Learning Assignment.
The policy and procedures outlined above do not cover theses, dissertations, or extended research projects from
the M.Ed., Ed.S. and Ed.D. programs but rather refer to assigned research projects contained within individual
courses.
Additional Requirements for Student-Researchers Carrying Out Course-based Research
Student-researchers who conduct projects at variance from or extending beyond a class assignment must consult
with their faculty instructor about securing KSU IRB approval and must contact any IRB-type organization available
in their own workplace setting.
For those in teacher education, it is important to remember that every district has a federally mandated
requirement for IRB review of proposals for conducting research in public schools. It is up to each studentresearcher to learn the appropriate IRB procedures to be followed in his/her district. More specifically, KSU
teacher education candidates are required to complete district-level IRB forms or to follow accepted policies
and gain approval in writing, consistent with school/district guidelines, prior to beginning any assigned
research project.
Once school district IRB approval is obtained, Kennesaw State University will honor the approval by submitting a
copy of the county proposal, approval and Human Participants Online Certificate to the KSU IRB Committee.
VIII. COURSE GOALS AND OBJECTIVES: The Professional Teacher Education Unit prepares expert teachers
and leaders who understand their disciplines and principles of pedagogy, who reflect on practice, and who apply
these understandings to making instructional decisions that foster the success of all learners. As a result of the
satisfactory fulfillment of the requirements of this course, the candidate will be able to:
Course objective
8. Identify and analyze the sources of curriculum as a
means of understanding and applying emerging
trends and initiatives to improve student
learning.
9.
Critically analyze current curriculum
research to understand tensions and
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PSC C&I Standard
(Institutional
Standard)
4.2, 4.3, 7.1
5.1, 6.1, 6.2, 7.1
NCATE
Standard
Experience/
Assignment
1e, 1f, 1g
● Course
1e, 1f, 1g
Readings and
Responses
● Literature
Review
● Course
Readings and
complexities surrounding contemporary
curriculum trends, issues, and discourses.
10. Demonstrate an ability to investigate, analyze,
and reflect professionally in terms of the issues
and trends likely to emerge in the field of
curriculum.
11.
Construct a personal and professional
approach to identifying and analyzing
future trends and issues in curriculum.
5. Explain and discuss the emerging policies and
regulations that influence curriculum design,
development, implementation, and evaluation.
IX.
6.
Responses
● Curriculum
T&I Project
1.1, 6.1, 6.2, 7.1
1e, 1f, 1g
● Course
Readings
● Curriculum
1.4, 3.1, 4.2, 5.1,
6.1, 7.1
1e, 1f
3.1, 5.1, 6.1, 6.2,
7.1, 7.2, 7.3
1e, 1f, 1g
T&I Project
● Course
Readings and
Responses
● Curriculum
T&I Project
● All Course
Activities
COURSE REQUIREMENTS/ASSIGNMENTS:
Blog Postings on Readings. You will post to the class blog a focused, academic reaction to the readings for the
week that articulates how your thinking is evolving in relation to the concepts discussed in the text. In addition,
you will respond to the posts of two classmates.
Literature Review. You will submit a comprehensive literature review that summarizes and
critiques one or more contemporary trend/issue related to curriculum.
8. Curriculum Application and Reflection. Working in your own educational setting, you
will apply one or more of trend/issue in curriculum to your practice and write a reflection
paper about the issue impacts you, your students, your school.
9. Curriculum Trends & Issues Project. You will propose and design a curriculum project
that synthesizes and applies what you have discovered about contemporary trends and issues
in curriculum to your unique educational setting. You will prepare a holistic, comprehensive
examination of the contexts, sources, implications, and applications of the issue(s) you have
selected.
10. Curriculum Trends & Issues Presentation. You will present your curriculum project to the
class in a multimedia format.
7.
X. EVALUATION AND GRADING:
A = 92% - 100%
B = 84% - 91%
C = 75% - 83%
F = 0% - 74%
Note: All written work should reflect careful organization of material and the high standards of investigation
associated with graduate-level studies. All work submitted should follow APA 6th format. Manuscripts must be
proofread to ensure accuracy in spelling, punctuation, and grammar.
XI. Course Outline/TOPICS:
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●
●
●
●
●
●
●
●
●
●
●
●
●
●
What is curriculum?
Re-visiting foundations of curriculum.
Historical development of social, cultural, and political issues in curriculum.
What’s New in Curriculum? Locating and exploring current research in curriculum.
Educational Demographics and Communities
Standardization and Accountability
Curriculum Trends and Issues for Educational Reform and Improvement
School and Curriculum Leadership
New Teacher Induction and Professional Development
Curriculum Trends and Issues for Instruction/Instructional Design
Curriculum Trends and Issues for Multicultural and Diversity Education
Curriculum Trends and Issues for The Learner
Curriculum Trends and Issues for Secondary and Middle Schools
Global Issues in Curriculum
XII. REFERENCES AND BIBLIOGRAPHY
Apple, M W., & Beane, J. A. (Eds.) (1995). Democratic schools. Alexandria, VA: Association
for Supervision and Curriculum Development.
Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to
equity will determine our future. New York, NY: Teachers College Press.
Dewey, J. (1956). The school and society: The child and the curriculum. Chicago, IL: The
University of Chicago Press.
Dewey, J. (1963). Experience and education. New York. NY: Macmillan.
Dewey, J. (1966). Democracy and education. New York, NY: The Free Press.
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage (P.Clarke, Trans.). New York:
Rowman & Littlefield.
Freire, P. (2004). Pedagogy of indignation. Boulder, CO: Paradigm.
Freire, P. (2005). Pedagogy of the oppressed (M. B. Ramos, Trans.). New York: Continuum. (Original work
published 1970)
Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. New York, NY:
Teachers College Press.
Goodlad, J. I. (2004). A place called school. New York, NY: McGraw Hill.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY:
Routledge.
Joseph, P. B. (Ed.) (2010). Cultures of curriculum (2nd ed.). New York, NY: Routledge.
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McTighe, J., & Wiggins, G. (2004). Understanding by design: Professional development
workbook. Alexandria, VA: Association for Supervision and Curriculum Development.
Meier, D. (1995). The power of their ideas: Lessons from a small school in Harlem. Boston,
MA: Beacon Press.
Nichols, S. L., & Berliner, D. C. (2007). Collateral damage: How high-stakes testing corrupts
america’s schools. Cambridge, MA: Harvard University Press.
Perry, T., Moses, R. P., Wynne, J. T., Córtes, E., & Delpit, L. (Eds.) (2010). Quality education
as a constitutional right: Creating a grassroots movement to transform public schools.
Boston, MA: Beacon Press.
Pinar, W. (Ed.) (1998). Curriculum: Toward new identities. New York, NY: Routledge.
Pinar, W. F. (Ed.) (2003). International handbook of curriculum research. Mahwah, NJ:
Lawrence Erlbaum.
Pinar, W. F. (2011). What is curriculum theory? (2nd ed.). New York, NY: Routledge.
Rodriguez, N. M., & Pinar, W. F. (Eds.) (2007). Queering straight teachers: Discourse and
identity in education. New York, NY: Peter Lang.
Rogers, R., Mosley, M., Kramer, M. A., and the Literacy for Social Justice Research Group
(2009). Designing socially just learning communities. New York, NY: Routledge.
Sizer, T. R. (1992). Horace’s compromise: The dilemma of the American high school. Boston,
MA: Houghton Miflin.
Sleeter, C. E. (2005). Un-standardizing the curriculum: Multicultural teaching in the standardsbased classroom. New York, NY: Teachers College Press.
Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring.
Albany, NY: State University of New York Press.
Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA:
Association for Supervision and Curriculum Development.
Wood, G. H. (1992). Schools that work: America’s most innovative public education programs.
New York, NY: Penguin.
Additional Resources:
Au, W. (2007). High-stakes testing and curriculum control: A qualitative meta-synthesis.
Educational Researcher, 36(5), 258-267.
Bagley, W.C. (1910). The educative process. New York: The Macmillan Company.
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Baker, B.
(Ed.). (2009). New curriculum history. Rotterdam, The Netherlands: Sense
Publishers.
Bobbitt, F. J. (1918). The curriculum. Boston: Houghton Mifflin. (see Google Books)
Brooks, J.S., & Miles, M. (2006). From Scientific Management to Social Justice...and Back
Again?
Pedagogical Shifts in the Study and Practice of Educational Leadership.
International Electronic Journal for Leadership in Learning 10(21)
http://www.ucalgary.ca/iejll/vol10/miles
Cooper, A.J. (1892/1988). A voice from the South. New York: Oxford University Press.
Cusick, C.M., (2009). Anna Julia Cooper, worth, and public intellectuals. Philosophia Africana,
12(1), 21-40.
Doll, W.E. Jr. (1993). A post-modern perspective on curriculum. (pp. 174-183). New York:
Teachers College
Press nd
Du Bois, W.E.B. (1903). The souls of black folk: Essays and sketches. 2 Ed., Chicago: A. C.
McClurg & Co.
Flinders, D.J., & Thornton, S.J. (Eds). (2009). The curriculum studies reader. (3rd Ed.) New
York: Routledge
Giroux, H.A. (1992). Curriculum, multiculturalism and the politics of identity. NAASP Bulletin,
76(548), 1-11.
Janesick, V.J. (2003). Chronology (pp. 93-100). Curriculum trends: A reference handbook.
Santa Barbara, CA:ABC-CLIO.
Kentli, F.D. (2009). Hidden Curriculum Theories. European Journal of Educational Studies,
1(20), 83-87.
Kilpatrick, J.H. (1941). The case for progressivism in education. Today’s Education: Journal of
the National Education Association 30(7), 201-202.
Ladson-Billings, G.(1991). Beyond Multicultural Illiteracy. Journal of Negro Education,60(2),
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