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Curriculum leadership chapter 3 powerpoint
1.
Glatthorn, Boschee, Whitehead,
Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Chapter 3: Curriculum Theory Curriculum Theory Curriculum theory is usually esteemed by scholars in the field as an important component of curriculum studies; it still seems to be held in low regard by most practitioners, who often dismiss it as completely unrelated to their day-to-day work.
2.
Glatthorn, Boschee, Whitehead,
Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications To describe To explain To predict To provide a critical perspective on schools and society To guide practice Functions of Curriculum Theory
3.
Glatthorn, Boschee, Whitehead,
Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Curriculum theory is a set of related educational concepts that affords a systematic and illuminating perspective of curricular phenomena Purpose of Curriculum Theory
4.
Glatthorn, Boschee, Whitehead,
Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Linear Thinkers Holists Laissez-Faire Advocates Critical Theorists Four Curriculum Styles
5.
Glatthorn, Boschee, Whitehead,
Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Stage 1 – Basic Theory – descriptive explanations Stage 2 – Middle Range Theory – conceptual framework for guiding inquiry and practice Stage 3 – General Theory – conceptual scheme for explaining an entire universe of inquiry Classification of Stages of Theory Development
6.
Glatthorn, Boschee, Whitehead,
Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Historical development of curriculum studies Current theory and practice in the field Macro and Micro dimensions in curriculum Ethos and cultural considerations Process of curriculum change Impact of technology Areas of Curriculum Review Should Include:
7.
Glatthorn, Boschee, Whitehead,
Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Models of instructional design and learning strategies Identification and implementation of appropriate teaching methods Models & techniques of assessment & evaluate process Staff development needs Practical application of design &b product Areas of Curriculum Review Should Include:
8.
Glatthorn, Boschee, Whitehead,
Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Structure oriented theory Value oriented Content oriented Knowledge centered curricula Society centered curricula Process oriented theory Alternative curriculum approaches Process oriented theory Curriculum Theories
9.
Glatthorn, Boschee, Whitehead,
Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Analyzes the components of the curriculum and their interrelationships Tend to be descriptive and explanatory Seeks to describe and explain how curricular components interact within an educational environment Concerned primarily with analyzing components of the curriculum Structured Oriented Theories
10.
Glatthorn, Boschee, Whitehead,
Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications A rationale for the curriculum Aims, objectives and content Instructional methods Learning materials and resources Tests and/or assessment measures 5 Components of the Written Curriculum
11.
Glatthorn, Boschee, Whitehead,
Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Critical analysis of the values and assumptions made by curriculum makers and their products Value Oriented Theories
12.
Glatthorn, Boschee, Whitehead,
Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Prescriptive determination of the content of curriculum and to be prescriptive in nature. Child center curricula with the child being the beginning point, the determiner, and the shaper of curriculum. Knowledge centered curricula – advocates a knowledge centered curricula Society centered curricula – starting point is social order. Content Oriented Theories
13.
Glatthorn, Boschee, Whitehead,
Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Description and/or prescription of how curricula are developed or recommending how curricula should be developed Process Oriented Theories
14.
Glatthorn, Boschee, Whitehead,
Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications 1. Focuses on the participants in the process 2. Focus on the general tenor of the discussions regarding curricular decisions 3. Focus on elements that influence curriculum decision making Analytic System for Examining the Curricular Processes – 13 Descriptors
15.
Glatthorn, Boschee, Whitehead,
Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications 4. Focus on the starting point and concerns of substantive deliberations 5. Focus on those elements emphasized and the sequence in which they are considered 6. Focus on the organizational structure of the course 7. Examine the progression of the discussion 13 Descriptors - Continued
16.
Glatthorn, Boschee, Whitehead,
Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications 8. Asks the researcher to be sensitive to the curricular images and metaphors 9. Examines problem-solving processes 10. Examines the decisions about the form and content of the final product 13 Descriptors - Continued
17.
Glatthorn, Boschee, Whitehead,
Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications 11. Implementation plans 12. Testing the product 13. Examine the criteria for assessment 13 Descriptors - Continued
18.
Glatthorn, Boschee, Whitehead,
Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Curriculum as Transmission of Information Curriculum as End Product Curriculum as Process Curriculum as Praxis/Awareness Curriculum Classifications
19.
Glatthorn, Boschee, Whitehead,
Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Technology can be a catalyst of curriculum change. Current new research on how the brain learns, metacognition, and learning to read have provided constructs to be considered when developing curriculum. Curriculum as Change
20.
Glatthorn, Boschee, Whitehead,
Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Envisions schools of the future as learning communities where teachers and students infuse technology seamlessly into classroom practice (Patterson, 2007). Theoretical School of the Future
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