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KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDUC 8550 Curriculum Theory & Practice in Secondary and
Middle Schools
Department Secondary and Middle Grades Education
Degree Title (if applicable) Ed.D. in Teacher Leadership for Learning
Proposed Effective Date Fall 2012
Check one or more of the following and complete the appropriate sections:
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
X Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
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
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
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_____
Date
Department Curriculum Committee Date
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Vice President for Academic Affairs Date
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 EDAD 8100
Course Title Curriculum Theory & Development in Secondary and Middle Schools
Class Hours
3____Laboratory Hours___0___Credit Hours____3___
Prerequisites Admission to Doctoral Program
Description (or Current Degree Requirements)
This course is designed for students of curriculum theory, development, and design/planning.
It provides an in-depth study of the foundations, principles, and issues of curriculum as they affect
teachers, supervisors, and administrators who participate in curriculum making. The course consists of
two major components: curriculum theory, which is an interdisciplinary study of philosophical, historical,
psychological, social, and cultural foundations of curriculum; and curriculum development, which
examines various models of curriculum as processes that have emerged and continue to shape education
and schooling.
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ___EDUC 8550____________________
Course Title _______Curriculum Theory & Development in Secondary and
Middle Schools__________
Class Hours
3 ____Laboratory Hours____0___CreditHours___3_____
Prerequisites Admission to Doctoral Program
Description (or Proposed Degree Requirements)
This course provides an in-depth study of the foundations, philosophies, and issues of curriculum as they
affect teachers who participate in curriculum making as practitioners in the classroom. The course
consists of two major components: curriculum theory, which is an interdisciplinary study of
philosophical, historical, psychological, social, and cultural foundations of curriculum; and curriculum as
it is practiced in secondary and middle schools. The focus of the class is on helping classroom teachers
develop a deep understanding of foundations and philosophy of curriculum that will enable them to
develop instructional practices to impact student learning.
III.
Justification
Due to changes in PSC rules for teacher certification which led to name changes in most of our
EDD and EDS programs, the original Adolescent Education program was divided into two
primary areas with resultant name changes: Middle School Education and Secondary
Education. As a result, the prefix to our courses had to be changed either to EDUC for courses
that could be used outside our program area or EDSM for courses that pertain exclusively to
middle schools and secondary schools.
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IV.
Additional Information (for New Courses only)
Instructor:
Text:
Prerequisites:
Objectives:
Instructional Method
Method of Evaluation
-
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
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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
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
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EDUC 8550
Curriculum Theory & Practice in Secondary and Middle Schools
Bagwell College of Education
Kennesaw State University
Spring 2013
I.
INSTRUCTOR:
Office Hours:
Phone: Fax:
Email:
II.
MEETING DAY(s)/ TIME:
III.
TEXTS
Required:
Tanner, D., & Tanner, L. (2007). Curriculum development: Theory into
practice. Fourth edition. Upper Saddle River, NJ: Pearson.
Schiro, Michael S. (2008). Curriculum Theory: Conflicting Visions and
Enduring Concerns. Los Angeles, CA: Sage.
Recommended:
Wiggins, G. & McTighe. (2007). Schooling by design: Mission,
action, and achievement. Association for Supervision
Curriculum Development.
and
Kliebard, H. (2004). The struggle for the American curriculum: 1893–
1958. New York: Taylor & Francis.
IV. CATALOG COURSE DESCRIPTION 3-0-3. Prerequisite: Admission to Doctoral Program.
This course provides an in-depth study of the foundations, philosophies, and issues of curriculum
as they affect teachers who participate in curriculum making as practitioners in the classroom.
The course consists of two major components: curriculum theory, which is an interdisciplinary
study of philosophical, historical, psychological, social, and cultural foundations of curriculum;
and curriculum as it is practiced in secondary and middle schools. The focus of the class is on
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helping classroom teachers develop a deep understanding of foundations and philosophy of
curriculum that will enable them to develop instructional practices to impact student learning.
V.
PURPOSE/RATIONALE
Curriculum as a field of study is both complex and diverse with multiple perspectives and
approaches. This course will approach curriculum study by looking at curriculum not as a
technical document, but as a social process. The course will introduce various theoretical and
development discourses in the field of curriculum and the representative works of several
influential theorists and individuals instrumental in the development of curriculum models. It is
an introduction, by no means complete. The study of curriculum continually undergoes change;
students are expected to acquire a working knowledge of contemporary curriculum thought, its
historical antecedents, and be able to articulate a position, however temporary, where they find
themselves within the field.
This course explores curriculum as a field of scholarly inquiry that endeavors to understand
curriculum across the academic disciplines. Students will focus especially upon interdisciplinary
themes, as well as the relations among curriculum, the individual, and society, in order to
understand the overall educational significance of the curriculum. The scope of curriculum
development will include traditional and common approaches to the field, i.e., the study of how
curriculum is planned, implemented, and evaluated, along with the people, processes, and
procedures involved in its construction.
VI.
CONCEPTUAL FRAMEWORK & RELATED STANDARDS AND REQUIREMENTS
Collaborative Development of Expertise in Teaching, Learning and Leadership
“The Collaborative Development of Expertise in Teaching, Learning and Leadership” is the
basis for all of Kennesaw State University’s teacher education programs. Working from a solid
content background, the teacher as facilitator demonstrates proficient and flexible use of different
ways of teaching to actively engage students in learning. Teachers as facilitators are well versed
in the characteristics of students of different ages, abilities and cultural backgrounds. They are
skilled in integrating technology into instruction and create an environment in which students can
be successful and want to learn. Teachers as facilitators know when and how to assess learning by
means of various forms of traditional and authentic assessments. They are well prepared for
successful careers in teaching and are expected to act in a professional manner in all
circumstances with colleagues, parents, community members and their own students. As a
professional educator, the teacher facilitator values collaboration and seeks opportunities to work
with other professionals and community members to improve the educational experiences for
children and youth. This course contributes to the candidates’ understanding of their developing
role as a professional facilitator by supporting their educational growth as they learn to effectively
teach students.
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 believes 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
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expertise is not an end-state but a process of continued development.
The knowledge base for methods of teaching students learning English continues to develop
rapidly. Current directions include multiple intelligence models, content-based instruction, and
L1/L2 approaches to teaching and learning. The field draws on research literature in the areas of
second language acquisition, bilingualism and cognition, L1/L2 literacy, and social justice.
Diversity Statement
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.
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.
Field Experiences
Leadership and School-based Activities & Graduate Field Experience Requirements: 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 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 school-based 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.
Technology
Technology Standards & Use: 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, especially microcomputers, to assist teaching. They will master use of
productivity tools, such as multimedia facilities, localnet and Internet, and feel confident to
design multimedia instructional materials, create WWW resources, and develop an electronic
learning portfolio. Candidates in this course will be expected to apply the use of educational
technology in their classrooms. Candidates will have access to the ERIC CD-ROM database,
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TRAC and the Educational Technology Center. Library research required in this course is
supported by the Galileo system.
GeorgiaVIEW is a tool available to use for use and will be the primary mode of
communication, especially in case of weather related notices regarding class. Course materials
will be posted on GeorgaVIEW two to three weeks before they are discussed in class.
VII.
GOALS AND OBJECTIVES
The objectives of this course are consistent with the Bagwell College of Education KSDs for
Doctoral Candidates. Students will be able to:
Course objective
1. Explain the ideological, philosophical, historical, psychological, political, and social frameworks
that undergird curriculum design as they influence and impact student learning.
2. Analyze functions, purposes, history and organization of schools and schooling as contexts that
must be considered when planning curriculum. Examine curriculum models that may be utilized to
impact student learning.
3. Interpret research for curriculum improvement, including groups involved in making curriculum,
the particular role of the teacher in improving curriculum, curriculum leadership groups, and
collaborative approaches to curriculum improvement.
4. Demonstrate the ability to align curriculum across local, state, and national standards.
5. Evaluate curriculum development and improvement activities in schools through an analysis of
pedagogical practice and student performance data.
6. Examine society as curricular source and influence by assessing one’s involvement in school,
district and community activities beyond one’s own classroom that are designed to positively impact
student learning.
NOTE: INSERT PERFORMANCE OUTCOME CHART HERE!!!!!!
VIII. ACADEMIC INTEGRITY
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their
academic programs in an ethical, professional manner. Faculty of the Ed.D. 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
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peers and the professor is another measure of one’s professionalism. In addition, since each class
meeting represents a week of instruction/learning, 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.
IX. COURSE REQUIREMENTS & ASSIGNMENTS
1. Curriculum Unit Project: This project is designed so that students can focus on a particular
strand, aspect, or issue of curriculum theory and/or development.
For your project you might choose from among the following ideas, or propose one of your
own! The Curriculum Unit Project Rubric allows for flexibility, candidate interest, and
various approaches to curriculum research.
• Curricular Ideologies Paper, Personal History, or Theory Diagram.
• Critique text or adopted series in a discipline and evaluate Learning Method,
Instructional Approach, Curricular Approach: For example, you might
examine the implications of the text for particular current contemporary educational
reform, movement or problem.
• Analyze the Curriculum Guide at the school, district, state, or national level.
• Videotaped presentation that highlights or integrates Curricular Models;
displays theory as related to teaching methods (actual or simulated).
In other words, this assignment should allow the doctoral student to focus in depth on a particular
issue; the student is expected to research other works to help develop ideas. Students will prepare
a research paper and subsequent presentation of their project. The length of the paper is 10-12
pages, double-spaced with a reference page formatted in APA style. There must be 10 sources
listed on the reference page. Each of these sources should be used in a significant way in the body
of the paper. It is critical that the student choose credible and sterling sources to write this
assignment. The student will access Galileo in order to gather materials from academic journals
and books. Further guidelines will be discussed.
2. Reflective Writing on Reading Assignments, Including Blogging: Students will periodically
be assigned reflections on assigned readings in which they will review/reflect upon salient points
of the work and the particular curricular perspective which it embodies. Responses will be
submitted on the GeorgiaVIEW discussion board. This assignment is designed to help the student
develop concise and lucid writing.
3. Article Talks: Students will conduct small group discussions about assigned readings salient
to curriculum theory, development, and practice.
5. Small Group Presentations: Students are required to participate in at least one small group
presentation, which will focus on presenting a contemporary curricular discourse. The
presentation should focus on how this particular perspective of curriculum makes sense of the
world. What are the major ideas, what major thinkers or works does this perspective draw on,
who are its major proponents and how have they helped us to see the world differently. These
presentations are expected to be creative, interactive and engaging. Handouts with major ideas,
bibliographies, biographies, etc. are most welcome.
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6. Attendance and Participation: Students are expected to take an active role in generating class
discussions. To this end, students are expected to come to class having read the course material
thoroughly. What this means is that students should be able to distinguish among the major
themes or issues raised in each reading; identify concepts and vocabulary that are unfamiliar or
confusing; articulate the significant contributions and/or shortcomings of the particular readings.
If you cannot attend class, please contact the professor prior to class.
Assignments are due on date assigned. All written assignments must be typed in 12 point font with
standard margins. Work that is unedited or presented with little thought or planning will not be
accepted.
X.
COURSE OUTLINE
Topics:
1. Major curricular ideologies that guide teachers’ conceptions of instruction: Social Efficiency in
an Age of Accountability
2. Curriculum Theory and impact on student learning: How educational philosophies manifest in
the classroom
3. Curriculum & The Learner: Maximizing learning for all students
4. Curriculum Development: The role of the teacher and others in developing & improving
curriculum
5. Curriculum Alignment and Implementation
6. Curriculum Evaluation
7. Models of Evaluation
8. Collaborative Reform of Curriculum
9. Using Technology to Support & Strengthen Curriculum Development and Reform
10. Controversies in Curriculum: state, national, local issues; Problems to Possibilities
XI. REFERENCES & ADDITIONAL READINGS
Anderson, L.W., Krathwohl, D.R., Airsian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths,
J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s
taxonomy of educational objectives. New York: Longman.
Apple, M., Ideology & Curriculum. New York: Routledge.
Armstrong, D.G. (2003). Curriculum today. Upper Saddle River, NJ: Merrill-Prentice Hall.
Ballantine, J.H., & Spade, J.Z. (2004). Schools and society: A sociological approach to education.
Belmont, CA: Wadsworth/Thomson Learning, Inc.
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Banks, J.A., & Banks, C.A.M. (2003). Multicultural education: Issues and perspectives. New York: John
Wiley & Sons, Inc.
Barnett, D., & McKowen, C. (1998). A school without a principal. Educational Leadership, 55(7), 48-49.
Bernauer, J. A. (1999). Emerging standards: Empowerment with a purpose. Kappa Delta Pi Record,
35(2), 68-70, 74.
Bizar, M. & Barr, R. (2000). School leadership in times of urban reform. Mahwah, NJ: Lawrence
Erlbaum Associates, Publishers.
Bliss, T., & Mazur, J. (2002). K-12 teachers in the midst of reform: Common thread cases. Upper Saddle
River, NJ: Merrill-Prentice Hall.
Boyle-Baise, M. (2002). Multicultural service learning: Educating teachers in diverse communities. New
York: Teachers College Press.
Brooks, J.G., & Brooks, M.G. (2001). In search of understanding: The case for constructivist classrooms.
Upper Saddle River, NJ: Merrill-Prentice Hall.
Cherniss, C. (1998). Social and emotional learning for leaders. Educational Leadership, 55(7), 28-29.
Clark, S. N., Clark, D. C., & Irvin, J. I. (1997). Collaborative decision making. Middle School Journal,
28(5), 54-56.
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Comer, J.P., Ben-Avie, M., Haynes, N.M., & Joyner, E.T. (1999). Child by child: The Comer process for
change in education. New York: Teachers College Press.
Darling-Hammond, L. (1998). Teacher learning that supports student learning. Educational Leadership,
55(5), 6-11.
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Garmston, R., & Wellman, B. (1994). Insights from constructivist learning theory. Educational
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71-74.
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Watras, J. (2002). The foundations of educational curriculum and diversity: 1565 to the present. Boston:
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Wiggins, G. & McTighe. (2007). Schooling by design: Mission, action, and achievement. Association for
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