Semester: 96-1 Regular

Location: Kamloops (Dec. 4-8; Jan 8-12; Jan 13-17)

Section: D1.00

PREREQUISITE

60 credit hours

COURSE DESCRIPTION

Instructor: S. Tilley

Office:

Tel: 291-3389

E-mail: susan_tilley©sfu.ca

This course will explore the various understandings of what constitutes curriculum and the impact such understandings

have on classroom practices. It will critically examine the theoretical underpinnings of various approaches to

curriculum development. Different means of developing curricula, within the schooling context, will be considered.

Course content will include a focus on:

a)

the history of curriculum development

b)

the role of subject matter, students, teachers, resources in curriculum development

c)

the social and cultural forces affecting curriculum development

d)

the classed, raced and gendered nature of curriculum, curriculum development, and decision-making.

e)

curriculum implementation and evaluation

During the 4-hour classes students will participate in a variety of activities including the following: critiquing assigned

readings; writing in-class assignments; interacting in small groups and whole class forums; responding to lectures and

presentations. In order to fully participate in these activities students must attend classes with assigned readings

completed.

REQUIREMENTS

1)

Assigned In-class writings (20%): During the course, students will be asked periodically to write responses to assigned

readings and classroom discussions.

2)

Theory-practice assignment (20%): Before the end of the first week of classes students will be asked to write a

description and analysis of some aspect of curriculum they experienced during their school placements. They will be

expected to integrate into their analysis the knowledge developed during the first week of classes. In future classes,

students will discuss the issues central to these papers.

3)

Curriculum Project (60%): In consultation with the instructor, students will develop and complete individual curriculum

projects. Central to the projects will be a focus on First Nations education. Within the context of the project students

will articulate their theoretical understandings as they develop curriculum to be implemented in classrooms. Drafts of

this project will be discussed in class over the duration of the course.

Further discussion of the project will take place the first week of classes.

REQUIRED READINGS

• Selected readings, as distinct from a set text, will be purchased by students.

• Eisner, E.W. (1994) The Educational Imagination (Third Edition)

RESERVE BOOK

* Mangan, J.A. (Ed.). (1993). The Imperial Curriculum: Racial Images and Education in the British Colonial Experience.

London: Routledge

---

I. ?

.

Education 471-4: Curriculum Development: Theory and Practice

(December 4-8)

(January 8-12; 13-17)

Location: Kamloops

Instructor: Susan Tilley

(604) 291-3389

PREREQUISITE: 60 hours of credit

COURSE DESCRIPTION

The course will explore the conflicting understandings of what constitutes

curriculum and the impact such understandings have on classroom practices. It will

critically examine the theoretical underpinnings of various approaches to curriculum

development. Different means of developing curricula, within the schooling context,

will be considered. Practical considerations will be examined within theoretical

frameworks.

Course content will include a focus on

a)

the history of curriculum development

b) the role of subject matter, students, teachers, resources in curriculum

development

c)

the social and cultural forces affecting curriculum development

d)

the classed, raced and gendered nature of curriculum, curriculum

development, and decision-making

e) curriculum implementation and evaluation

Students are expected to: 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.

Assignments

1)

Assigned In-class writings (10%): Students will be asked periodically

throughout the course to write responses to assigned readings and classroom

discussions.

2)

Theory-practice assignment (20%): Before the end of the first week of classes

students will be asked to write a description/analysis of some aspect of

ç.

---

p n

?

0 ?

0

?

2

curriculum they experienced during their school placements. They will be

expected to integrate into their analysis the knowledge developed during

the first week of classes. In future classes students will discuss the issues

central to these papers.

3) Curriculum Project (70%): In consultation with the instructor, students will

develop and complete individual curriculum projects. Central to the projects will

be a focus on First Nations education. Within the context of the project students

will articulate their theoretical understandings as they develop curriculum to

be used in classrooms.

Further discussion of the project will take place the first week of

classes.

Required Text:

Eisner, E.W. (1994) The Educational Imagination (Third Edition)

Selected readings assigned by the instructor

Reserve Books

Mangan, J.A. (Ed.). (1993). The imperial curriculum: Racial images and

education in the British colonial experience. London: Routledge

Ecc0kJ

In-c ?

I