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SIMON RRASER UNIVERSITY

CURRICULUM DEVELOPMENT: THEORY AND PRACTICE

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(Cat. #40201)

Summer Intersession, 1994

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Instructor: ?

Dr. Peter Grimmett

(May 2— June 10)

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Office: ?

MPX 8543

Monday & Wednesday, 13:00-16:50

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Phone: ?

291-4937

Location: MPX 951112

PREREQUISITE: 60 hours of credit.

COURSE OUTLINE

This course will examine the theoretical underpinnings of various approaches to

curriculum develeopment. Beginning with Eisner and Valiance's characterization of conflicting

conceptions of curriculum, the course will look at five broad approaches to curriculum

development. One of these theoretical approaches subsumes the recent attempt at curriculum

integration contained in the Ministry of Education

Year 200)

document. Each of these

approaches will be considered according to how it conceives of the following aspects of curriculum:

a)

constitutive elements of a curriculum

b)

pyschological bases for curriculum development

c)

social and cultural forces affecting curriculum development

d)

role of subject-matter in curriculum development

e)

curriculum decision-making and organizing learning experiences

f)

curriculum implementation and evaluation

g)

curriculum leadership and teachers

Instruction in the course will work towards the following three purposes: 1) to

expose participants thoroughly to the literature in this field of study, 2) to provide opportunities

for participants to grasp the substantive ideas with confidence, accuracy, and appropriate use of

analytical language, and 3) to engender in participants the ability to make sense of competing

theoretical claims, to evaluate conflicting evidence, and to understand the relationship between

research findings and practical application.

EXPECTATIONS

Participants are expected to attend all seminars. In addition, participants are

expected vigorously to take part in small and large group discussions around topics and issues

deriving from the extensive readings. Exercises will be used to frame these discussion activities

and participants will be expected to have studied assiduously the relevant readings before the

seminar.

ASSIGNMENTS

Case study (20%): Participants will characterize a recent exemplar of curriculum

development. It may be a systemic, collaborative or individual attempt at curriculum

development. Particular attention will be paid to the context of the setting in which this

curriculum development took place. This assignment is descriptive.

Case analysis (30%): Participants will analyse their case studies in light of the readings

and discussion of the course.

Major project(50%): Participants will develop a 12-15 page project which exemplifies how

three of the five theoretical approaches to curriculum presented in the course would be

implemented in practice. The topic, a participant selected learning experience, would be the

same for each curriculum. Participants should ensure that they conclude the project with a

comparative analysis of the apparent strengths and shortcomings of the three approaches

selected. The assignment will consist of two parts: first, oral presentation of a written draft to

the class, and second, re-writing of the paper on the basis of the critique provided by participants

and the instructor.

READINGS: