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SIMON FRASER UNIVERSITY
EDUCATION 4714
CURRICULUM DEVELOPMENT: THEORY AND PRACTICE
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(N1.00)
(Cat #12393)
Spring Semester, 1993 ?
Instructor: M.
Martin
(January 5—April 2)
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Telephone:
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291-3389
Every
2 weeks starting Jan. 12
Location: Prince Rupert
First Nations Language Teacher Education Program
PREREQUISITE: 60 hours of credit
COURSE DESCRIPTION
This course will examine the theoretical underpinnings of various approaches
to curriculum development. Five broad approaches to curriculum will be
studied in preparation for a critical look at curriculum integration as presented
in the Ministry of Education
Year
2000 document. The following aspects of
curriculum will be considered through each of the approaches studied:
a)
the elements that constitute a curriculum
b)
the psychological bases for curriculum development
c)
the social and cultural forces affecting curriculum development
d)
the 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 toward:
a)
exposing participants to the literature concerning the field of study;
b)
providing opportunities for participants to understand with
confidence, accuracy and appropriate use of vocabulary the ideas
pertaining to curriculum theory and development;
c)
encouraging 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
It is expected that students will: 1) be prepared for class by doing
all assigned
readings; 2) attend
all
classes and participate actively in discussions and
activities; 3) do all written and oral assignments within the time frame
requested.
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ASSIGNMENTS
1)
Case Study
(20%): Participants will characterize a recent example of
curriculum development having to do with First Nations' learners.
2)
Case Analysis
(30%): Participants will analyze their case studies in light of
the readings and discussion of the course.
3)
Major Project
(two parts, 2 X 25%): Participants will develop a first draft of a
12-15 page paper which exemplifies how three different theoretical
approaches to curriculum would be implemented in practice. The topic,
which will be the same for each of the three approaches, would ideally be
one related to teaching First Nations' students. The paper should conclude
with a critical analysis of the apparent strengths and weaknesses of the three
approaches chosen, especially in light of the First Nations' learner. Part One
of the project will entail presenting the first draft orally to the class. Part Two
will entail the final drafting of the paper on the basis of the critique provided
by the class and the instructor.
READINGS
1)
Deardon, R.F., Problems in Primary Education
2)
Selected readings furnished by the instructor
