Curriculum Development and Design

✍ Scribed by Murray Print

• Publisher: Routledge
• Year: 1993
• Tongue: English
• Leaves: 283
• Edition: 2
• Category: Library

✦ Synopsis

This book has been written to provide a current, practical, Australian-based approach to designing and developing curriculum. The demands of schools and educational systems today are such that teachers with practical curriculum skills are highly valued and this book provides a vital source for teachers who wish to build their skills in the field of curriculum design and development.

The book addresses the needs of curriculum developers by examining the nature of the curriculum process and how it can be applied in schools. A particular strength is the way in which the chapters are structured around a model of curriculum development. As the model unfolds the reader is familiarised with the various elements of curriculum including situational analysis, intent, content, learning activities and evaluation.

Teachers will appreciate the value of understanding these elements and in so doing will acquire valuable skills of curriculum design and development.

A feature of this book is that it addresses the issues of curriculum implementation and curriculum change. To devise a curriculum document in these times is tough enough. Those who wish to see their curricula succeed must be involved with implementing that curriculum and the curriculum change that results.

This important new book is particularly appropriate to classroom teachers, system developers and student teachers studying curriculum.

✦ Table of Contents

Cover
Half Title
Title Page
Copyright Page
Contents
Abbreviations
Tables and figures
Preface to first edition
Preface to second edition
Glossary of terms
1 Introducing curriculum
The nature of curriculum
Characterisations of curriculum
The hidden curriculum
Curriculum: a cultural construct
Teacher curriculum decision-making
School-based curriculum development
Curriculum development
Summary
2 Curriculum presage
Curriculum developers
Curriculum foundations
Conceptions of curriculum
Curriculum planning
Summary
3 The curriculum process
Curriculum practice
Rational models: Tyler, Taba
Cyclical models: Wheeler, Nicholls & Nicholls
Dynamic models: Walker, Skilbeck
Model of curriculum development
The curriculum development process in practice
Summary
4 Curriculum design
Curriculum design process
Curriculum designs
Subject-centred designs
Learner-centred designs
Problem-centred designs
Core learning designs
Summary
5 Situational analysis
Definition
Needs assessment
Conducting situational analysis
Summary
6 Curriculum intent
Aims, goals and objectives
Sources of aims, goals and objectives
Functions of objectives
Types of objectives
Features of effective objectives
Curriculum outcomes
Summary
7 Curriculum content
The nature of content
Content selection
Content selection criteria
The overcrowded and finite curriculum
The architectonics of content
Application of scope and sequence
Cognitive development
Summary
8 Learning activities
Learning activities in the curriculum process
Teaching-learning strategies
Criteria for selecting learning activities
Organising learning activities
Summary
9 Evaluation and assessment
The nature of evaluation
Functions of evaluation
Types of evaluation
Measurement, assessment and evaluation
The assessment process
Outcome statements
Measurement instruments
Curriculum evaluation
Evaluating curriculum materials
Summary
10 Curriculum application and change
Implementation and modification
Monitoring and curriculum evaluation
Curriculum model
Dynamics of curriculum change
Curriculum change process
Change strategies
Change agents
The nature of innovations
Characteristics of innovations
Summary
Appendix
References
Index