1. I ? .
EDUCATION 471-4
SUMMER SESSION, 1985
Tuesdays and Thursdays,
8:30 - 12:20
SITE 1985: TEACHER AS RESEARCHER - Training
INSTRUCTOR
?
D.
Hopkins.
LOCATION: MPX 9511
Session
The "teacher researcher training session" will focus on specific
skills associated with the teacher researcher concept. In particular
the training session will involve exposition practice and feedback on the
following
1.
Defining Problems for Teacher Research
2.
Gathering Data on Classroom Behaviour
3.
Analysing Classroom Research Data
Participants in the training session will be expected to engage in
role play, simulated teaching situations and the gathering and analysis
of data relevant to classroom research.
Resource
Hopkins, David (1985) ATeachers Guide to Classroom Research Philadelphia:
OUP
Summer Session. 1985
?
Dr David Hopkins
ED471 - Curriculum Development :; Theory and Practice
The curriculum occupies a pivotal place in education, standing as it
does between the constituent disciplines of education and the practice of
teaching. Consequently, the study of the curriculum provides rich opportunities
for linking educational theory to educational practice. The realisation
of these vpportunitjes is problematic, however, because as the area of
"curriculum" is relatively new, its territory is insecure, and the field is
characterised by debate and conflicting theoretical positions. It is
important for teachers to understand the nature of this debate for only thus
will they be able to effectively utilise, develop and evaluate curriculum
within their
.....
001
situation. The module reflects the debate on the
?
.
?
I
SITE 1985: TEACHER AS RESEARCHER
-
Training Session
The "teacher researcher training session" will focus on specific
skills associated with the teacher researcher concept. In particular
the training session will involve exposition practice and feedback on the
following
1.
Defining Problems for Teacher Research
2.
Gathering Data on Classroom Behaviour
3.
Analysing Classroom Research Data
Participants in the training session will be expected to engage in
role play, simulated teaching situations and the gathering and analysis
of data relevant to classroom research.
Resource
Hopkins, David (1985) A Teachers Guide to Classroom Research Philadelphia:
olip
?
Summer Session, 1985 ?
Dr David Hopkins
/ ED4711- .
Curriculum Development :i Theory and Practice
The curriculum occupies a pivotal place in education, standing as it
does between the constituent disciplines of education and the practice of
teaching. Consequently, the study of the curriculum provides rich opportunities
for linking educational theory to educational practice. The realisation
of these opportunities is problematic, however, because as the area of
"curriculum" is relatively new, its territory is insecure, and the field is
characterised by debate and conflicting theoretical positions. It is
important for teachers to understand the nature of this debate for only thus
will they be able to effectively utilise, develop and evaluate curriculum
within their school situation. The module reflects the debate on the
1
. ?
S
curriculum and, by utilising the concept of curriculum research and linking
?
b
it to the art of teaching, provides a way (for a teacher) through the
debate that is theoretically challenging and professionally relevant.
Aims
(i)
to provide an overview of the field of curriculum theory
development, implementation and evaluation
(ii)
to enhance students' ability to engage in curriculum development
in their own school setting.
Content
1.
Curriculum Theory: an overview of the various philosophical, theoretical
and ideological approaches to curriculum studies eg classical humanism,
progressivism, reconstructionism.
2.
Social and Psychological Bases of the Curriculum: an analysis of the
psychological foundations of curriculum studies, in particular the work of
Bruner, and the dialectic existing between the curriculum and its social
context, eg the work of Marx, Mannheim, Gramsci, Berger and Luckman, and
Apple.
3.
Curriculum Research and the Art of Teaching: an analysis of the relationship
between curriculum and teaching, and a discussion of the ways in which
these concepts enable teachers to utilise and evaluate curriculum and their
own teaching.
4.
Models of Curriculum Development: an analysis of various curriculum
development models, eg the Tyler rationale, the behavioural objectives
model, the process model, cultural analysis.
5.
Formulation and Producation of Curriculum: a discussion of the stages
and processes involved in producing curriculum; a critique of the practical
application of various models; and an analysis of a number of centrally
produced curricula, eg MACOS.
6 & 7 School-based Curriculum Development: case studies of curriculum innovation
at the school level will be discussed and their effectiveness analysed.
__.
Teaching Method
?
.
The teaching method for the course will be a combination of seminar/
lecture, group discussions, and the presentation and producation of
case material. Students will be expected to prepare a mini case study on
the utilisation of a curriculum in a specific school context, and by so
doing will utilise the groups' individual and common experience.
Assignments
(i)
A short critical essay on an aspect of curriculum theory,'
development (1500 words)
(ii)
A
curriculum project that reflects a student's teaching interest and
relates practice to relevant and useful theory, eg an analysis of
pedagogical strategies implicit in "Man:
'A Course of Study".
(equivalent to 2500 words)
Texts
Stenhouse, Lawrence (1975) An Introduction to Curriculum Research and
Development London: Heinemann Educational Books
Rudduck, Jean and Hopkins, David (1985) Research as a Basis for Teachin
London: Heinemann Educational Books
3
I ?
.
:
:
1
71 Curriculum Devel•:'cmer,t
F?:L(r-ce
Ecc
L
s
for
Libra"
M
(1979' Ide':'lco', and the Curriculum. London. RKP
Bruner.
J (1966)
Towards a Theor
y
of Instruction. Belknap.
Harvard
Eisner. ?
E (1979) The Educational Imagination.
?
New York.
?
Macmillan,
Fullan, NI (1982) The Meaning of Educational Chance. Tc'rc'ntc.OISE
Press
Hamilton. I) et
?
.1 1977) Ee',or,cj the Numbers Game.
?
London.
?
Macmillan
Ho
p
kins. t) and Wicieen. NI (1984) Alternative Pers
p
ectives on
School Im
p
rovement. LewesFalmer Fre
Jo y
ce, B and
Well.
NI (1980) Models of Teaching. Second Edition.
New York Prentic
q
Hall
Lawton. D (1983) Curriculum Studies and Educational Planning.
London Hodder and Stoughton,,
Lac. V and Zeldin. D (1982) Planning in the Curriculum. London.
Hodder and Stoughton.
inar. W (1975) Curriculum Theorizing: the Reccncptualjt.s.
Berkele y
. McCutchan.
Rudduck. J and Hopkins. D (1985) Research as a. Basis for
Teaching. London HEB
9tenhouse. L (1975) An Introduction to Curriculum Research and
Development.
London, HE}3
Action.
Stenhouse.
?
Lc ' nd.:
L
'
n,
(1980)
HEB
Curriculum Research and Develo
p ment in
T
y
le r
. F: (1949) Basic Principles of Curriculum and Instruction.
Chicci: *
. Un ver-ai tv of Chicajo
Pre
s
s

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