ebook img

Curriculum Development and Design PDF

283 Pages·1993·38.221 MB·English
Save to my drive
Quick download
Download
Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.

Preview Curriculum Development and Design

4 an informa business www.routledge.com 'an informa business' logo should be placed above or below the barcode Curriculum Development and Design Curriculum Development and Design Second Edition MURRAY PRINT This book is dedicated to Karen, Mara, Kobi and Courtney; and to my curriculum students over the years First published 1988 by Allen & Unwin Reprinted by Allen & Unwin 1993 Published 2020 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN 605 Third Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business Copyright © Murray Print 1988, 1993 All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. National Library of Australia Cataloguing-in-Publication entry: Print, M. (Murray). Curriculum development and design. 2nd ed. Includes index. ISBN 1 86373 362 0. 1. Curriculum planning-Australia. I. Title. 375.0010994 Set in 10/11 pt Times by DOCUPRO, Sydney ISBN-13: 9781863733625 (pbk) Foreword Curriculum, as an idea and as a practice, is and will continue to be contentious. At one level, curriculum is an idea, a construct of society. It is a statement of what a society values: what it wants to continue, what it wants to change, what it wants to renew. Of course, even this conception of society as having an entity, a capacity to make choices, is contentious. In curriculum, our society makes choices in various ways: by legislation in parliament, by decisions by public examination bodies or groups of schools, by encouragement through public instrumentalities, such as the Department of Health, by expressions of view through parent groups, by statements from employer groups or trade unions, by contentions from special-interest groups. All these influences operate to varying effect in ctheir owon ways aond therer is radrely any icomnprehensaive attemtpt teo or link, or to assess the inputs. Nevertheless, this complex process operating in the many school systems in Australia, and in other countries, tends to produce very similar results. inAt anotther elevel, cnurriculutm isi a opracticen. It is wahat wel dol y in schools. It is the reality of interchange between teachers and students, students and students, students and learning materials and opportunities. It results from listening, speaking, thinking, reacting, responding, reading, writing, analysing, synthesising, evaluating. It emerges through changes in what students know, understand, believe and do. And in their enhanced capacity for all these. Our approach is similar—most schools in most places operate in familiar and customary patterns. Yet we are still unsure of the processes that will work best. Unsure of the ways in which the mind works. Unsure of the possibilities inherent in different human lives. These contentions and struggles will continue. There is no easy end-point which we can reach. This is why books such as this one are helpful, in that they recognise the challenging relations with which all teachers and students deal. Murray Print has performed a valuable service Curriculum development and design by writing of a world which is familiar and not over-simplified, by recognising the impossibility of final answers but the necessity of finding day-by-day solutions. The welcome given by teachers to the first edition of Curriculum Development and Design was earned by this combination of practicality and vision. It comes from a writer who has continually tested his ideas against the judgments of practitioners as well as the findings of scholars. Thus, it is of value to both groups and so—and this may be the best test—it will be of value to students, even though they may never read it. Professor Phillip Hughes Contents Abbreviations x Tables and figures xi Preface to first edition xiii Preface to second edition xiv Glossary of terms xvi 1 Introducing curriculum 1 The nature of curriculum 3 Characterisations of curriculum 5 The hidden curriculum 9 Curriculum: a cultural construct 14 Teacher curriculum decision-making 17 School-based curriculum development 19 Curriculum development 23 Summary 23 2 Curriculum presage 25 Curriculum developers 26 Curriculum foundations 32 Conceptions of curriculum 45 Curriculum planning 57 Summary 58 3 The curriculum process 60 Curriculum practice 61 Rational models: Tyler, Taba 64 Cyclical models: Wheeler, Nicholls & Nicholls 69 Dynamic models: Walker, Skilbeck 74 Model of curriculum development 81 The curriculum development process in practice 89 Summary 91 4 Curriculum design 93 Curriculum design process 95 Curriculum designs 96 Subject-centred designs 97 Learner-centred designs 99 Problem-centred designs 101 Core learning designs 103 Summary 107 5 Situational analysis 109 Definition 110 Needs assessment 111 Conducting situational analysis 114 Summary 120 6 Curriculum intent 121 Aims, goals and objectives 122 Sources of aims, goals and objectives 126 Functions of objectives 130 Types of objectives 131 Features of effective objectives 135 Curriculum outcomes 138 Summary 139 7 Curriculum content 140 The nature of content 141 Content selection 143 Content selection criteria 145 The overcrowded and finite curriculum 151 The architectonics of content 152 Application of scope and sequence 159 Cognitive development 161 Summary 163 8 Learning activities 164 Learning activities in the curriculum process 164 Teaching-learning strategies 166 Criteria for selecting learning activities 180 Organising learning activities 184 Summary 186 9 Evaluation and assessment 187 The nature of evaluation 187 Functions of evaluation 190 Types of evaluation 191 Measurement, assessment and evaluation 193 The assessment process 197 Outcome statements 200 Measurement instruments 202 Curriculum evaluation 210 Evaluating curriculum materials 212 Summary 215 10 Curriculum application and change 216 Implementation and modification 217 Monitoring and curriculum evaluation 219 Curriculum model 220 Dynamics of curriculum change 221 Curriculum change process 225 Change strategies 233 Change agents 238 The nature of innovations 241 Characteristics of innovations 242 Summary 246 Appendix 248 References 250 Index 257

See more

The list of books you might like

Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.