6
SIMON FRASER UNIVERSITY
EDUCATION 471-4
CURRICULUM DEVELOPMENT THEORY AND PRACTICE
?
(D1.0O)
Intersession 1992 ?
Instructor: Dr. Peter Grimmett
(May 4— June l2) ?
Office: ?
MPX8543
Monday & Wednesday, 100-4:50 p.m. ?
Phone: ?
291-4937
Location: MPX 7610
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 2000
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
0
/v):
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.
