Curriculum Theory

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Chapter 3 Curriculum Theory

• What is the nature and function of curriculum
  theory?
• Curriculum theory-set of related educational
  concepts that affords a systematic and
  illuminating perspective of curricular phenomena
• Functions of curriculum theory
• --describe, explain, and predict
• Theorists
• --Apple-critical perspective on society and
  schools
• --Tyler-guiding practices

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--Faixs stages of theory development Stage 1
Basic theory Stage 2 Middle-range
theory Stage 3 General theory
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• What is the role of leadership in the development
  of curriculum theory?
• Curriculum leaders
• --need familiarity with broad spectrum of
  curriculum theory
• --need to understand mirrored relationship
  between theory and practice
• --need to comprehend what works and why
• --need to understand the curriculum review
  process
• --need to be supportive of change

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• Curriculum leaders
• --need to be willing to formulate new
  instructional strategies

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• What are the major classifications of curriculum
  theory?
• McNeil-dichotomy classification
• --soft curricularists and hard curricularists
• Pinar-tripartite classification
• --traditionalists, conceptual empiricists, or
  reconceptualists
• --Tyler/Hirsch-traditionalist
• --Gagne-conceptual empiricist
• --Eisner-reconceptualist

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• Eisner and Vallance-five orientations to the
  curriculum
• --cognitive process approach
• --curriculum-as-technology approach
• --self-actualization approach
• --social reconstruction-relevance approach
• --academic rationalism approach
• Hueneck-three types of curriculum theorizing
• --structural
• --generic
• --substantive

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• Glatthorns curriculum theories based upon their
  domains of inquiry
• --structure-oriented theories
• --value-oriented theories
• --content-oriented theories
• --process-oriented theories
• Structure-oriented theories
• --concerned with components of the curriculum
  and their
• interrelationships
• --rely on empirical research, using quantitative
  and qualitative methodologies
• --develop global theories

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• --concerned with curricular phenomena occurring
  at institutional instructional levels
• --Posner representative of microlevel theorists
• Value-oriented theories
• --engaged in educational consciousness-raising
• --sometimes identified as critical theorists
• --concerned with value issues in hidden and
  stated curricula
• --value-oriented theorists Macdonald Apple

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• Content-oriented theories
• --concerned with major sources that should
  influence the selection and organization of the
  curriculum content
• --child-centered curricula (affective education,
  open education, developmental education)
• --knowledge-centered curricula (structures of
  the discipline, ways of knowing)
• --society-centered curricula (conformists,
  reformers, futurists, radicals)
• Process-oriented theories
• --system for examining curricular processes
  needed

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• --system should include all process elements
  that are important
• --system should be open-ended
• --system should emphasize description and
  analysis, not evaluation
• Smiths alternative curriculum approaches
• --transmission of information
• --end product
• --process
• --praxis

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• Smiths elements of curriculum theory and
  practice

The Theoretical
The Practical
The Productive
Syllabus/Content
Process/Values
Technology/Product
Praxis/Awareness
Source Adapted from Smith, M.K. (2000)
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• Curriculum as transmission of information
• --curriculum is a body of knowledge to be
  transmitted
• --equates with use of syllabus
• --similar to Glatthorns structured-oriented
  theories
• Curriculum as end project
• --goals and objectives common focus of theorists
• --less concern with how curriculum taught
• --similar to Glatthorns content-oriented
  theories
• --proponents focus on real problems, real
  audiences, real deadlines, transformations, and
  appropriate evaluations

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• --example of product-based approach-Understanding
  by Design (Wiggins and McTighe)
• --looks at instruction from results
  orientation-focus on assessment first and
  relevant instructional activities last
• Curriculum as a process
• --focus on interaction among teachers, student,
  parent, and knowledge
• --focus on what actually takes place in the
  classroom and the learning process
• --critical thinking, listening, and
  communication important components

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• --earlier approach-instructional design process
• --relates to Glatthorns value-oriented
  theorists
• Curriculum as praxis/awareness
• --praxis models-practical deliberations and
  differentiated curriculum
• --technology used to speed up process of a
  higher level of awareness
• --differentiated instruction follows closely
  with constructivist philosophy
• --constructivist philosophy-making meaning of
  ones environment

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--Paperts constructionism approach-assumes
children do best by finding knowledge for
themselves --constructionism-idea of mental
construction
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• How has technology been a catalyst for curriculum
  change?
• Current curriculum design based on brain
  research-Gardners work on multiple
  intelligences and dimensions of learning
• Technology-catalyst for change
• --activities and cooperative learning
• --thematic units emphasizing interdisciplinary
  and integrated learning approaches
• --web-based alternative learning create a
  variety of theoretical constructs