Enviar pesquisa
Carregar
Developing the curriculum chapter 3
•
Transferir como PPT, PDF
•
10 gostaram
•
12,810 visualizações
G
GrigsbyB
Seguir
Educação
Tecnologia
Denunciar
Compartilhar
Denunciar
Compartilhar
1 de 26
Baixar agora
Recomendados
Developing the curriculum chapter 6
Developing the curriculum chapter 6
GrigsbyB
Developing the curriculum chapter 7
Developing the curriculum chapter 7
GrigsbyB
Developing the curriculum chapter 12ppt
Developing the curriculum chapter 12ppt
GrigsbyB
Developing the curriculum chapter 2
Developing the curriculum chapter 2
GrigsbyB
Developing the curriculum chapter 9
Developing the curriculum chapter 9
GrigsbyB
Developing the curriculum chapter 8
Developing the curriculum chapter 8
GrigsbyB
Developing the curriculum chapter 4
Developing the curriculum chapter 4
GrigsbyB
Developing the curriculum chapter 10
Developing the curriculum chapter 10
GrigsbyB
Recomendados
Developing the curriculum chapter 6
Developing the curriculum chapter 6
GrigsbyB
Developing the curriculum chapter 7
Developing the curriculum chapter 7
GrigsbyB
Developing the curriculum chapter 12ppt
Developing the curriculum chapter 12ppt
GrigsbyB
Developing the curriculum chapter 2
Developing the curriculum chapter 2
GrigsbyB
Developing the curriculum chapter 9
Developing the curriculum chapter 9
GrigsbyB
Developing the curriculum chapter 8
Developing the curriculum chapter 8
GrigsbyB
Developing the curriculum chapter 4
Developing the curriculum chapter 4
GrigsbyB
Developing the curriculum chapter 10
Developing the curriculum chapter 10
GrigsbyB
Developing the curriculum chapter 5
Developing the curriculum chapter 5
GrigsbyB
Developing the curriculum chapter 14
Developing the curriculum chapter 14
GrigsbyB
Developing the curriculum chapter 11
Developing the curriculum chapter 11
GrigsbyB
Developing the curriculum chapter 1
Developing the curriculum chapter 1
GrigsbyB
Developing the curriculum chapter 13
Developing the curriculum chapter 13
GrigsbyB
Taba model of curriculum development
Taba model of curriculum development
I E R umiversity of peshawar
Curriculum development saylor and alexander model
Curriculum development saylor and alexander model
Kenzie Ancheta
Principles & theories in curriculum development ppt
Principles & theories in curriculum development ppt
chxlabastilla
Taba model of curriculum development
Taba model of curriculum development
HadeeqaTanveer
Tyler’s Model of Curriculum Development
Tyler’s Model of Curriculum Development
HennaAnsari
Linear model of Curriculum
Linear model of Curriculum
Jonna May Berci
Developing the curriculum chapter 15
Developing the curriculum chapter 15
GrigsbyB
Dynamic model and Skilbeck Model of Curriculum
Dynamic model and Skilbeck Model of Curriculum
ShaharyarShoukatShou
Implementing the curriculum
Implementing the curriculum
Rea Tiangson
WHEELER Cyclical Model of curriculum Process
WHEELER Cyclical Model of curriculum Process
International advisers
Tyler's model of curriculum evaluation
Tyler's model of curriculum evaluation
Emmanuel Nestory Kayuni
Curriculum theory
Curriculum theory
kalmalhy
Curriculum development
Curriculum development
cuterodz042909
Chapter 4: Evaluating the curriculum
Chapter 4: Evaluating the curriculum
Rizza Lynn Labastida
Chapter 6 curriculum design
Chapter 6 curriculum design
Michelle Vuncannon
CHAPTER 10INSTRUCTIONAL GOALS AND OBJECTIVESDevelop
CHAPTER 10INSTRUCTIONAL GOALS AND OBJECTIVESDevelop
MerrileeDelvalle969
K-12 Curriculum (about)
K-12 Curriculum (about)
NikkiRodriguez7
Mais conteúdo relacionado
Mais procurados
Developing the curriculum chapter 5
Developing the curriculum chapter 5
GrigsbyB
Developing the curriculum chapter 14
Developing the curriculum chapter 14
GrigsbyB
Developing the curriculum chapter 11
Developing the curriculum chapter 11
GrigsbyB
Developing the curriculum chapter 1
Developing the curriculum chapter 1
GrigsbyB
Developing the curriculum chapter 13
Developing the curriculum chapter 13
GrigsbyB
Taba model of curriculum development
Taba model of curriculum development
I E R umiversity of peshawar
Curriculum development saylor and alexander model
Curriculum development saylor and alexander model
Kenzie Ancheta
Principles & theories in curriculum development ppt
Principles & theories in curriculum development ppt
chxlabastilla
Taba model of curriculum development
Taba model of curriculum development
HadeeqaTanveer
Tyler’s Model of Curriculum Development
Tyler’s Model of Curriculum Development
HennaAnsari
Linear model of Curriculum
Linear model of Curriculum
Jonna May Berci
Developing the curriculum chapter 15
Developing the curriculum chapter 15
GrigsbyB
Dynamic model and Skilbeck Model of Curriculum
Dynamic model and Skilbeck Model of Curriculum
ShaharyarShoukatShou
Implementing the curriculum
Implementing the curriculum
Rea Tiangson
WHEELER Cyclical Model of curriculum Process
WHEELER Cyclical Model of curriculum Process
International advisers
Tyler's model of curriculum evaluation
Tyler's model of curriculum evaluation
Emmanuel Nestory Kayuni
Curriculum theory
Curriculum theory
kalmalhy
Curriculum development
Curriculum development
cuterodz042909
Chapter 4: Evaluating the curriculum
Chapter 4: Evaluating the curriculum
Rizza Lynn Labastida
Chapter 6 curriculum design
Chapter 6 curriculum design
Michelle Vuncannon
Mais procurados
(20)
Developing the curriculum chapter 5
Developing the curriculum chapter 5
Developing the curriculum chapter 14
Developing the curriculum chapter 14
Developing the curriculum chapter 11
Developing the curriculum chapter 11
Developing the curriculum chapter 1
Developing the curriculum chapter 1
Developing the curriculum chapter 13
Developing the curriculum chapter 13
Taba model of curriculum development
Taba model of curriculum development
Curriculum development saylor and alexander model
Curriculum development saylor and alexander model
Principles & theories in curriculum development ppt
Principles & theories in curriculum development ppt
Taba model of curriculum development
Taba model of curriculum development
Tyler’s Model of Curriculum Development
Tyler’s Model of Curriculum Development
Linear model of Curriculum
Linear model of Curriculum
Developing the curriculum chapter 15
Developing the curriculum chapter 15
Dynamic model and Skilbeck Model of Curriculum
Dynamic model and Skilbeck Model of Curriculum
Implementing the curriculum
Implementing the curriculum
WHEELER Cyclical Model of curriculum Process
WHEELER Cyclical Model of curriculum Process
Tyler's model of curriculum evaluation
Tyler's model of curriculum evaluation
Curriculum theory
Curriculum theory
Curriculum development
Curriculum development
Chapter 4: Evaluating the curriculum
Chapter 4: Evaluating the curriculum
Chapter 6 curriculum design
Chapter 6 curriculum design
Semelhante a Developing the curriculum chapter 3
CHAPTER 10INSTRUCTIONAL GOALS AND OBJECTIVESDevelop
CHAPTER 10INSTRUCTIONAL GOALS AND OBJECTIVESDevelop
MerrileeDelvalle969
K-12 Curriculum (about)
K-12 Curriculum (about)
NikkiRodriguez7
Module 2-MELCs
Module 2-MELCs
Renan Marigosio
Ch. 12 Teacher Preparation in America - Dr. William Allan Kritsonis
Ch. 12 Teacher Preparation in America - Dr. William Allan Kritsonis
William Kritsonis
CHAPTER 1 CURRICULUM AND INSTRUCTION DEFINEDDev
CHAPTER 1 CURRICULUM AND INSTRUCTION DEFINEDDev
MaximaSheffield592
Course Planning and Syllabus Design
Course Planning and Syllabus Design
Jovy Elimanao - Mihm
EAL Training resources for MFL teachers
EAL Training resources for MFL teachers
Isabelle Jones
Title i orientation 2012 2013.ppt
Title i orientation 2012 2013.ppt
Lauren Pressley
Educational-Planning-Organization-and-Management_PIC.pptx
Educational-Planning-Organization-and-Management_PIC.pptx
herzeli
Joining a Curriculum Delivery Partnership
Joining a Curriculum Delivery Partnership
Steve Keeble
Chapter 9
Chapter 9
cfirsching
Schoolwide Planning LinkedIn
Schoolwide Planning LinkedIn
Marie A. Nolen, M.Ed
First year english redesign
First year english redesign
Bill Marsh
Chapter12[1]
Chapter12[1]
William Kritsonis
Geography history-focus-learning-challenge-curriculum
Geography history-focus-learning-challenge-curriculum
IsabeleLavado
Framework for national curriculum report on a page
Framework for national curriculum report on a page
Alison Hardy
LDM 2 Module 3A Lesson 3
LDM 2 Module 3A Lesson 3
clarisse ronquillo
Group Six Presentation.pptx
Group Six Presentation.pptx
erickojojuniorwurah
pdf_20230313_180612_0000.pdf
pdf_20230313_180612_0000.pdf
DONNA139956
Intro to the IMYC
Intro to the IMYC
mattbentley34
Semelhante a Developing the curriculum chapter 3
(20)
CHAPTER 10INSTRUCTIONAL GOALS AND OBJECTIVESDevelop
CHAPTER 10INSTRUCTIONAL GOALS AND OBJECTIVESDevelop
K-12 Curriculum (about)
K-12 Curriculum (about)
Module 2-MELCs
Module 2-MELCs
Ch. 12 Teacher Preparation in America - Dr. William Allan Kritsonis
Ch. 12 Teacher Preparation in America - Dr. William Allan Kritsonis
CHAPTER 1 CURRICULUM AND INSTRUCTION DEFINEDDev
CHAPTER 1 CURRICULUM AND INSTRUCTION DEFINEDDev
Course Planning and Syllabus Design
Course Planning and Syllabus Design
EAL Training resources for MFL teachers
EAL Training resources for MFL teachers
Title i orientation 2012 2013.ppt
Title i orientation 2012 2013.ppt
Educational-Planning-Organization-and-Management_PIC.pptx
Educational-Planning-Organization-and-Management_PIC.pptx
Joining a Curriculum Delivery Partnership
Joining a Curriculum Delivery Partnership
Chapter 9
Chapter 9
Schoolwide Planning LinkedIn
Schoolwide Planning LinkedIn
First year english redesign
First year english redesign
Chapter12[1]
Chapter12[1]
Geography history-focus-learning-challenge-curriculum
Geography history-focus-learning-challenge-curriculum
Framework for national curriculum report on a page
Framework for national curriculum report on a page
LDM 2 Module 3A Lesson 3
LDM 2 Module 3A Lesson 3
Group Six Presentation.pptx
Group Six Presentation.pptx
pdf_20230313_180612_0000.pdf
pdf_20230313_180612_0000.pdf
Intro to the IMYC
Intro to the IMYC
Último
APM Welcome, APM North West Network Conference, Synergies Across Sectors
APM Welcome, APM North West Network Conference, Synergies Across Sectors
Association for Project Management
Web & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdf
Jayanti Pande
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
National Information Standards Organization (NISO)
Student login on Anyboli platform.helpin
Student login on Anyboli platform.helpin
RaunakKeshri1
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
agholdier
Advance Mobile Application Development class 07
Advance Mobile Application Development class 07
Dr. Mazin Mohamed alkathiri
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
RAM LAL ANAND COLLEGE, DELHI UNIVERSITY.
Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1
Maestría en Comunicación Digital Interactiva - UNR
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
SoniaTolstoy
Arihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdf
chloefrazer622
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
Sapna Thakur
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and Mode
Thiyagu K
Call Girls in Dwarka Mor Delhi Contact Us 9654467111
Call Girls in Dwarka Mor Delhi Contact Us 9654467111
Sapana Sha
Measures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SD
Thiyagu K
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
Admir Softic
Sports & Fitness Value Added Course FY..
Sports & Fitness Value Added Course FY..
Disha Kariya
Q4-W6-Restating Informational Text Grade 3
Q4-W6-Restating Informational Text Grade 3
JemimahLaneBuaron
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
EduSkills OECD
Paris 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activity
GeoBlogs
Grant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy Consulting
TechSoup
Último
(20)
APM Welcome, APM North West Network Conference, Synergies Across Sectors
APM Welcome, APM North West Network Conference, Synergies Across Sectors
Web & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdf
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Student login on Anyboli platform.helpin
Student login on Anyboli platform.helpin
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
Advance Mobile Application Development class 07
Advance Mobile Application Development class 07
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
Arihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdf
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and Mode
Call Girls in Dwarka Mor Delhi Contact Us 9654467111
Call Girls in Dwarka Mor Delhi Contact Us 9654467111
Measures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SD
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
Sports & Fitness Value Added Course FY..
Sports & Fitness Value Added Course FY..
Q4-W6-Restating Informational Text Grade 3
Q4-W6-Restating Informational Text Grade 3
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Paris 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activity
Grant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy Consulting
Developing the curriculum chapter 3
1.
CHAPTER 3: CURRICULUM PLANNING:
A MULTI- LEVEL, MULTISECTOR PROCESS Developing the Curriculum Eighth Edition Peter F. Oliva William R. Gordon II
2.
AFTER STUDYING THIS
CHAPTER YOU SHOULD BE ABLE TO: • Describe types of curriculum planning that are conducted at five levels and in three sectors. • Describe an organizational pattern for curriculum development at the individual school level. • Describe an organizational pattern for curriculum development at the school district level. Oliva/Gordon Developing the Curriculum, 8e. 3-2 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
3.
ILLUSTRATIONS OF CURRICULUM
DECISIONS • Examples of curriculum decisions like the following are being made in some school district somewhere in the United States on a daily basis. Examples are: ○ A school system has revised a plan for bilingual education. ○ An elementary school has decided to replace its reading series with that of another publisher. ○ A school district prepares pupils to take a state- mandated test. Oliva/Gordon Developing the Curriculum, 8e. 3-3 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
4.
VARIATIONS AMONG SCHOOLS
• Federal and state legislation and court decisions have brought about curricular change, but we must also look elsewhere for other causes or partial causes of simultaneous development of curricular plans. Oliva/Gordon Developing the Curriculum, 8e. 3-4 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5.
SIMULTANEOUS DEVELOPMENTS
• Although highly unlikely, similar curriculum developments in different school systems may unfold at the same time by pure chance. • It is more likely that our country’s efficient systems of transportation and communication can be pointed to as principal reasons for concurrent curriculum development. Oliva/Gordon Developing the Curriculum, 8e. 3-5 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
6.
SIMULTANEOUS DEVELOPMENTS
• It is often difficult in an enterprise as large as education to pinpoint the source of a particular curriculum change, and it is not usually necessary to do so. • What is important to the student and practitioner in curriculum planning is to understand that processes for effecting change are in operation. These processes extend beyond the classroom, the school, even the school district. Oliva/Gordon Developing the Curriculum, 8e. 3-6 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
7.
LEVELS OF PLANNING
• Curriculum planning is viewed as occurring on five levels. The five levels of planning are: 1. Classroom 2. Team/grade/department 3. Individual school 4. School district 5. State • Each level in ascending order exercises authority over levels below it. Oliva/Gordon Developing the Curriculum, 8e. 3-7 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
8.
LEVELS OF PLANNING
• Classroom planning is far more important than any of the successive steps. At the classroom level, the results of curriculum planning make their impact on the learners. Oliva/Gordon Developing the Curriculum, 8e. 3-8 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
9.
SECTORS OF PLANNING
• In sectors, planning takes place in regional, national, and world sectors. • The concept of sectors eliminates the hierarchical and sequence problems of the step model. • Sectors are distinguished from levels because powers of the sectors over the five levels are nonexistent or limited. Oliva/Gordon Developing the Curriculum, 8e. 3-9 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
10.
A HIERARCHICAL STRUCTURE
• In practice, responsibility for curriculum planning is spread across the levels of classroom, school, district, and state. ○ Whereas teachers and curriculum specialists may participate in curriculum projects at the state level, their curriculum efforts at that level are purely advisory. Only the state board of education, the state department of education, or the state legislature can mandate incorporating the projects’ results in the schools’ programs. School systems must follow specific state regulations and statutes after which, allowing for state curriculum mandates, they may then demonstrate initiative in curriculum planning. Oliva/Gordon Developing the Curriculum, 8e. 3-10 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
11.
LIMITATIONS OF HIERARCHICAL
STRUCTURE • In our decentralized system of education, authority for education is reserved to the states. The regional, national (with appropriate qualifications), and international sectors may seek to bring about curriculum change only through persuasion by working through state and local levels. Oliva/Gordon Developing the Curriculum, 8e. 3-11 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
12.
LIMITATIONS OF HIERARCHICAL
STRUCTURE • Officials at the national level can intervene in state and local school matters only subsequent to federal legislation that they are empowered and required to enforce. Additionally the dollar, distributed by the federal government is, of course, in itself a powerfully persuasive instrument. Oliva/Gordon Developing the Curriculum, 8e. 3-12 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
13.
CURRICULUM EFFORTS AT
THE VARIOUS LEVELS • In order for curriculum decision making to take place, appropriate organizational structures at various levels are essential. The five levels are: 1. The Classroom Level 2. The Team, Grade, and Department Level 3. The School Level 4. The School District Level 5. The State Level Oliva/Gordon Developing the Curriculum, 8e. 3-13 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
14.
LEVEL 1: THE
CLASSROOM • Curriculum planning and development are complex and demanding responsibilities of the teacher. At this level many curricular and instructional decisions are made, especially in selecting delivery systems, adapting techniques to students’ learning styles, diagnosing student problems, and prescribing remediation when needed. Oliva/Gordon Developing the Curriculum, 8e. 3-14 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
15.
LEVEL 2: THE
TEAM, GRADE AND DEPARTMENT • Often teachers in a team from a given grade or particular department are called on to make curricular decisions. Examples of curricular decisions at this level are: ○ sequencing subject matter ○ establishing or revising team, grade, or departmental objectives ○ writing tests to be taken by students of the team, grade, or department ○ planning tutorial programs for students who do not do well on state exams Oliva/Gordon Developing the Curriculum, 8e. 3-15 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
16.
LEVEL 3: THE
SCHOOL • Each institution must provide some mechanism whereby the curriculum is articulated and integrated. Curriculum committees or councils exist in many schools. Examples of decisions at the school level are: ○ adding new programs for the school, including interdisciplinary programs ○ evaluating the school’s curriculum ○ planning ways to overcome curricular deficiencies Oliva/Gordon Developing the Curriculum, 8e. 3-16 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
17.
LEVEL 4: THE
SCHOOL DISTRICT • Curriculum planning on a districtwide level is often conducted through the district curriculum council composed of teachers, administrators, supervisors, laypersons, and, in some cases, students. • District-wide committees meet to consider problems such as these: ○ adding new programs for the district ○ abandoning district-wide programs ○ articulating programs between levels Oliva/Gordon Developing the Curriculum, 8e. 3-17 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
18.
LEVEL 5: THE
STATE • The state department of education develops statewide standards of philosophy, goals, and objectives while providing general leadership to the schools; it interprets, enforces, and monitors legislated regulations as well as its own regulations that hold the force of law. • It wields great power over the districts. In curriculum matters it accredits and monitors school programs, disburses state and federal-through-state moneys for specific programs, sets specifications for amounts of time to be devoted to specific content areas, creates and monitors state assessments, enforces standards for high school graduation, and judges and publicizes academic success of its schools. Oliva/Gordon Developing the Curriculum, 8e. 3-18 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
19.
CURRICULUM EFFORTS IN
VARIOUS SECTORS BEYOND THE STATE • Planning takes place in regional, national, and world sectors. Sectors are distinguished from levels because powers of the sectors over the five levels are nonexistent or limited. The 3 sectors are: 1. Regional 2. National 3. International Oliva/Gordon Developing the Curriculum, 8e. 3-19 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
20.
SECTOR 1: REGIONAL
• Curriculum specialists of a particular region of the United States, from around the nation, or even from a number of foreign countries may assemble and develop curriculum materials that they will then disseminate or try out in their own schools. In addition, teachers, administrators and curriculum specialists may take part on regional accreditation teams. Oliva/Gordon Developing the Curriculum, 8e. 3-20 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
21.
SECTOR 1: REGIONAL
• Much of the participation in which school personnel take part in the regional sector falls into the category of curriculum evaluation in contrast to planning or implementation of the curriculum. Examples are: ○ Commission on Elementary Schools ○ Commission on Secondary Schools ○ regional accreditation associations Oliva/Gordon Developing the Curriculum, 8e. 3-21 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
22.
SECTOR 2: NATIONAL
• The Department of Education with its large bureaucracy gathers data, disseminates information, provides consultative assistance, sponsors and conducts research, funds projects, and disburses money appropriated by Congress. Oliva/Gordon Developing the Curriculum, 8e. 3-22 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
23.
SECTOR 2: NATIONAL
• The national scene is peppered with a variety of public, private, and professional curriculum activities, and school personnel from the state level and below play key roles in some of these activities. Examples are: ○ Professional Education Organizations ○ Private Foundations and Business Organizations ○ The National Governors Association Oliva/Gordon Developing the Curriculum, 8e. 3-23 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
24.
SECTOR 3: INTERNATIONAL
• Development of both awareness and understanding of other cultures (both within and outside of our borders) remains a high priority of our elementary and secondary curricula. • Involvement of American curriculum workers on the international scene is made possible through membership in international professional associations, primarily those based in the United States. Examples are: ○ International Reading Association ○ World Council for Curriculum and Instruction ○ International Association for the Advancement of Curriculum Studies. Oliva/Gordon Developing the Curriculum, 8e. 3-24 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
25.
SECTOR 3: INTERNATIONAL
• Significant efforts primarily in comparing achievement of students in a number of countries and in a variety of disciplines have been conducted on the international level. Examples are: ○ International Association for Evaluation of Educational Achievement (IEA) ○ International Assessment of Educational Progress (IAEP) ○ Organisation for Economic Co-operation and Development’s (OECD) ○ Programme for International Assessment (PISA). Oliva/Gordon Developing the Curriculum, 8e. 3-25 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
26.
A FINAL THOUGHT:
• Curriculum development is perceived as a multilevel, multisector process and as a collaborative effort. Forces outside the schools also influence curriculum decision making. Oliva/Gordon Developing the Curriculum, 8e. 3-26 © 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
Baixar agora