SSIMON FRASER UNIVERSITY

EDUCATION 471-4

CURRICULUM DEVELOPMENT: THEORY AND PRACTICE

Intersession, 1991

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Instructor:

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Dr. Peter Gnmmett

(May 6—June 14)

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Office: ?

MPX 8543

Tuesday & Thursday, 8:30 a.m. - 12:20 p.m.

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Phone: ?

291-4937

Location: MPX 7600

PREREQUISITE:

60 hours of credit.

COURSE OUTLINE

This course will examine the theoretical underpinnings of various approaches to curriculum

development. 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 2000

document. Each of

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

curriculum:

constitutive elements of a curriculum

b)

psychological 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, ?) 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 0

/6): 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

Selected readings, as distinct from a set text, will be used in the course.