Note: This class is team-taught. Dr. Nwosu is the lead instructor, while Dr. Burton is the instructor of record.

Required Textbooks:

Flinders & Thornton. (Eds). (1997). The Curriculum Studies Reader. NY: Routledge

The Holy Bible (will be made available in class)

Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. Chicago,

IL.: The University of Chicago Press.

Wiles, J. & Bondi, J (2002). Curriculum Development: A Guide to Practice. (6^th

ed.). Upper Saddle River, NJ: Merrill.

White, E. G. (1903). Education. Boise, Idaho: Pacific Press Publishing

Association.

Course Description:

Official course description from the 2004-2005 Andrews University Bulletin:

“The relationship of the purposes of education to the design, implementation, and evaluation of curriculum at any level. Basic to other courses in curriculum and instruction.”

“Curriculum is the ‘glue’ that holds an educational program together and gives individual classrooms a sense of corporate purpose. It consists of all the plans and patterns used to guide learning while maintaining an optimum of individuality at the classroom level” (Paul Brantley).

This course will focus on underlying assumptions upon which curriculum is developed and implemented. Particular attention will be given to curriculum issues from a Christian perspective.

Curriculum and Instruction Program Conceptual Framework:

The Curriculum & Instruction Program, in concert with the School of Education, operates within a specific conceptual design. The C&I Program expresses the elements of its conceptual framework in terms of roles filled by Curriculum & Instruction professionals. These roles are listed and briefly explained below. The experiences planned in this class are designed to help you develop competence in several of these roles. (School of Education phrasing in parenthesis)

Element I: Christian Philosopher (Worldview)

This element addresses appreciation of the perspectives of others and development of a personal philosophy from which action and service arise.

Element II: Learning Theorist (Human Growth and Change)

This element addresses principles of growth, development, and learning and the uses of these principles to effect positive change.

Element III: Servant Leader (Groups, Leadership, and Change)

This element addresses principles of group behavior and the use of these principles to effect positive change for individuals and organizations.

Element IV: Effective Communicator (Communication and Technology)

This element addresses oral, written, intrapersonal, and interpersonal communication as the essence of human behavior and technology as it enables, supports, and enhances human interactions and learning.

Element V: Capable Researcher (Research and Evaluation)

This element addresses valuing and conducting disciplined inquiry for decision-making.

Element VI: Lifelong Learner (Personal and Professional Growth)

This element addresses commitment to holistic, personal, and professional growth.

Element VII: Subject-Matter Expert

This element is measured only for the initial teacher preparation program

Element VIII: Program Designer

This element addresses professional knowledge and skills in the area of curriculum and educational program development.

Element IX: Reflective Instructor

This element addresses professional knowledge and skills in the area of instruction and instructional leadership.

Element X: Skilled Assessor

This element addresses professional knowledge and skills in the area of assessment and evaluation.

Course Objectives:

The numbers in parenthesis indicate the element of the Curriculum and Instruction conceptual framework that each objective addresses. Upon completion of this course, the student will be able to

• expand the idea of “curriculum” showing how the concept of curriculum is central to all of education. [II, VIII]

• conceptualize major components of the curriculum process. [8]

• critique curriculum development perspectives over time. [VI, VIII, X]

• examine curriculum issues and articulate a responsible, morally-justifiable point of view. [1]

• perform the basic tasks of curriculum development. [VIII]

• appreciate the role of philosophy in curriculum planning. [I]

• identify the forces that inhibit curriculum implementation and plan strategies that enhance curriculum implementation. [III, VIII]

• assess the impact of technology on curriculum development. [IV, X]

• articulate and assess the impact of curriculum change on the knowledge, attitudes, and behaviors of learners. [V, X]

• construct a well-written curriculum project that integrates faith and learning. [I, IV, VIII]

• use curriculum terminology with skill.[IV, VIII]

• analyze the components of a written curriculum documents in his/her discipline. [V, VI, X]

• integrate faith and learning in her/his discipline. [I]

• work effectively in a collaborative group.[III]

• make a presentation of his/her curriculum product [IV]

Course Requirements and Assignments:

Note: [P] indicates an assignment is suitable for inclusion in your portfolio. Five such assignments are noted. The numbers in parenthesis indicate possible percentage grade for each activity/assignment.

Attendance: You are required to attend class regularly and on time. Irregular attendance and lateness will affect final grade. (5%)

Participation: You are required to participate actively in class discussions and activities. Non-or- partial participation will affect final grade. (5%)

Textbooks Readings and Reflections: You are required to complete all reading assignments as scheduled before you come to class each day and be able to participate actively in the class. See the “Proposed Daily Outline” section of this guide for scheduled reading and assignments. You will be given a sign off sheet every class period to indicate your reading progress. As you read the book, Education, by E. G. White, make sure to note the curriculum principles that you find in each of the sections. You will submit a summary of curriculum principles from five of the eight assigned readings in Education. Each submission will include at least five principles you have identified (an example of this will be given in class). [P] You are also required to turn in two reflections from the five assigned readings in Flinders. (25%)

Philosophy Statement [P]: Write a one-to-two page statement of personal philosophy in five paragraphs. The first paragraph should be short introduction; the second, your ontology, the third, your epistemology; the fourth, your axiology; and the final paragraph, implications of your philosophy for curriculum in your area of education/profession. You will be assessed on (1) internal consistency of your argument, (2) the richness of readings and thoughts you used in supporting your one page statement (include at least four sources actually used), (3) the freshness of your ideas in terms of insights and expression, (4) and factual accuracy of your points. (10%)

Curriculum Project [P]: Choose a small curriculum project that is real-life. Construct this curriculum using one of the processes that we discussed in class. Try and integrate faith and learning in your curriculum. Include all the components of a curriculum, as discussed in class, and a list of references that helped you develop this curriculum. You may choose to do your project individually or with a partner. If you choose to do an individual project, you will be required to consult with another student on your project. Please, be sure to record and submit times spent during consultations. If you choose to work with a partner, you will also be required to document and turn in how much time each of you spent on the project and the contributions you made towards the completion of the project. Deadline for topic (and partner) approval is Wednesday, June 16^th. (30%)

Examination: There will be one comprehensive examination at the end of the term (July 1), to assess your knowledge of curriculum development and processes. (15%)

TLC Conference: Attendance is required. You are expected to give your own presentation [P] (Curriculum Project) and also attend and report on three other presentations. Report forms will be available. (5%). Please, note the other departmental programs on the Proposed Daily Outline.

Reflections (self-assessment): You will be required to complete two self-assessments: one on dispositions [P – a required portfolio artifact] and the other on your perception of the integration of faith and learning in this class. See the “Proposed Daily Outlines” section for the schedule of these assessments. Surveys will be distributed in class. (5%)

Class trip: There will be a class trip on June 26^thto the Historic Adventist Village in Battle Creek, Michigan. You are encouraged to come with us. More discussions and arrangement will be done in class.

Guidelines for Submitting Assignments:

All assignments (except for those done in class) are to be word processed using regular 12 point font, double-spaced with one inch margin all round. No handwritten assignments will be accepted. Assignments must be proofread before they are turned in. Spelling, grammar, punctuation, content, and professional quality will be taken into consideration before a grade is assigned. Please remember to write your full name on your assignments and number them correctly before submission.

Grading in this class is based on mastery, which means you will be able to repeat assignments. However, due to time pressures of the summer term only one re-submission is allowed if done within three days of receiving the initial grade on the assignment. The instructor will be available during the workshop periods to assist you as you work on your projects, or to answer any questions related to any of your assignments. Therefore, you are encouraged to take advantage of the workshop sessions.

Academic Honesty: Morally and spiritually, Andrews University is dedicated to scholastic integrity. Consequently, both students and faculty are required to maintain high, ethical Christian levels of honesty. You are encouraged to support the atmosphere of academic integrity by avoiding acts of academic dishonest and discouraging such acts in others. Participation in any of the following activities will qualify the student for disciplinary action as specified in the Andrews University Bulletin.

Cheating: Using or attempting to use unauthorized materials, information, or study aids to gain an unfair grade advantage over other students in any academic exercise.

Plagiarism: Representing another's words or ideas as one's own in any academic exercise.

Multiple Submissions: Submitting the same assignment in two or more courses without obtaining the prior permission of the respective instructors.

Fabrication: Falsifying or inventing information or citations in an academic exercise.

Misrepresentation: Presenting false excuses or using deception to receive a higher grade or to avoid fulfilling the requirements of an assignment or course.

Facilitation of Academic Dishonesty: Helping another student to violate any provision of this code.

Evaluation

Grades for this course will be determined by the professional quality of work done and on punctuality in submitting assignments. Begin work on your assignments early enough so as to not feel rushed by the deadlines set.

Attendance and Participation (10%)

[Class attendance =5%; Participation = 5%]

Readings and Reflections (25%)

[5 Curriculum principles

abstractions =15%; 2 Reading Reflections = 5%;

Reading Sign off =5%]

Philosophy Statement (10%)

Project (30%)

[Consultation = 5%; Presentation = 5%;

Final project = 20%]

Examination (15%)

TLC Conference (5%)

[Attendance and Report]

Reflections (self-assessments) (5%)

[Disposition = 2.5%; IFL = 2.5%

Grading Scale

A 94-100%

A- 90-93%

B+ 87-89%

B 82-86%

B- 79-81%

Special Needs Accommodation

If because of a disability, you require assistance or reasonable accommodations to complete assigned work, speak with me after class or during my office hours. I will work with you on making this course, class activities, and exercises accessible for your full involvement. Support services for students with disabilities is available through Student Services or Karen Tilstra, (471-6205) Student Success Advisor.

Final Note

All students in this course are expected to read and be familiar with this syllabus. The syllabus has been prepared to assist you in understanding the scope of this course along with the type of instruction. Care has been taken in preparing this syllabus and it has been purposefully worded openly. However there may be times when the syllabus will need to be changed as necessary and appropriate. Any changes will be announced in class as far in advance as practicable.

Resources:

Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Arend, R. (1991). Learning to teach. 2nd ed. New York: McGraw-Hill, Inc.

Ausubel, D.P., (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart, and Winston.

_________. ((1980). “Schemata, cognitive structure, and advance organizers: a reply to Anderson, Spiro, and Anderson,” American Educational Research Journal, 17(3), 400-404.

__________. (1960). “The use of advance organizers in the learning and retention of meaningful verbal material,” Journal of Education Psychology, 51, 267-272.

Bandura, A. (1977). Social learning theory. New Jersey: Englewood Cliffs.

Bee & Boyd. (2003). Lifespan and Development. 3^rd ed. Allyn & Bacon.

Bee, H. L. and Bjorkland, B. R. ( ). The journey of adulthood. 4^th ed. New Jersey: Prentice Hall.

Bellon, J. J., Bellon, E. C., and Blank, M. A. (1992). Teaching from a research knowledge base. New York: Macmillan.

Beyer, Landon E., and Apple, Michael W., eds. (1998). The curriculum: problems, politics, and possibilities. 2^nd ed. Albany, NY: State University of New York Press.

Berger, K. S. (1998). Developing person (Life Span). New York: Worth.

Beyer, Landon E., and Apple, Michael W., eds. (1998). The curriculum: problems, politics, and possibilities. 2^nd ed. Albany, NY: State University of New York Press.

Blau, Peter M. (1994). The organization of academic work. 2^nd ed. New Brunswick, NJ: Transaction Publishers. Cuban, Larry. The Lure of Curricular Reform and Its Pitiful History, Phi Delta Kappan. Phi Delta Kappan, 75:2 (Oct. 93), p. 182 (4p).

Bloom, B. S., ed. (1956). Taxonomy of educational objectives, handbook 1: The cognitive domain. New York: McKay.

Bloom, B. S., Madaus, G. J., and Hastings, J. T. (1981). Evaluation to improve learning. New York: McGraw-Hill.

Borich, G. (1992). Effective teaching methods. 2nd ed. New York: Merrill.

Bredderman, T. (1981). Elementary school process curricula: A meta-analysis. ERIC Ed. 170-333.

Briggs, L. , Ed., (1977). Instructional design: principles and applications. Englewood Cliffs, NJ: Educational Technology Publications.

Briggs, L. and Wagner, W. (1992). Principles of instructional design. 4th ed. Orlando, FL: Harcourt Brace Jovanovich College Publishers.

Briggs, L. Ed. (1977). Instructional design: principles and applications. Englewood Cliffs, NJ: Educationa Technology Publications.

Company.

Buehl, D. (2001). Classroom strategies for interactive learning. 2^nd ed. Newark, NJ: International Reading Association.

Canglosi, J. S. (1990). Designing tests for evaluating student achievement. New York: Longman.

Cárdenas, J. A. (1995). Multicultural education: a generation of advocacy. Needle Heights, MI: Simon and Schuster.

Conway, K. (1998). “Designing classrooms for the 21^st century,” in Oblinger, D. and Rush, S. (eds.). The future compatible campus. Bolton, MA: Anker, pp. 198-217.

Covey, S. R. (1989). The seven habits of highly effective people: Restoring the character ethic. Toronto: Simon and Schuster.

Crane, W. (2000). Theories of Development. 4^th ed. New Jersey: Prentice Hall

Cuban, L. (Oct. 93). “The Lure of Curricular Reform and Its Pitiful History,” Phi Delta Kappan. 75:2, p. 182(4p).

De Jong, Arthur J. (1990). Reclaiming a mission: new direction for the church-related college. Grand Rapids, MI: William B. Eerdmans Publishing Co.

Dunkerly, David, ed. (2001). Global perspectives on quality in higher education. Aldershot, UK: Ashgate.

Francis, Leslie J., ed. (1999). Sociology, theology and the curriculum. London, UK: Cassell.

Fowler, J. W. (1981). Stages of faith: The psychology of human development and the quest for meaning. San Francisco: Harper & Row.

Habenicht, D. (2000). 10 Christian values every kid should know. Hagerstown, MD: Review and Herald Publishing Association.

Habenicht, D. (2003). A Christian perspective of character development. Berrien Springs, MI: Andrews University.

Hetherington, E.M., and Parke, R. D. (2003). Child psychology. Boston: McGraw-Hill.

Hammeken, P. A. (1997). 450 strategies for success: a practical guide for all educators who teach students with disabilities. Minnetonka, MN: Peytral Publications.

Hardman, M., Drew, C., & Egan, W. (1999). Human exceptionality (6^th ed.). Boston: Allyn & Bacon

Hoover, J. J. and Patton, J. R. (1997). Curriculum adaptations for students with learning and behavior problems: principles and practices. 2^nd ed. Austin, TX: Pro-Ed.

Holmes, Arthur F. (1987). The idea of a Christian college. Rev. ed. Grand Rapids, MI: William B. Eerdmans.

Kagan, S. (1992). Cooperative learning. San Juan Capistrano, CA: Resources for Teachers.

Kohlberg, L. (1981). The philosophy of moral development: Moral stages and the idea of justice. San Francisco. Harper & Row.

Kubiszyn, T. and Borich, G. (1987). Educational testing and measurement: Classroom application and practice. 2nd ed. Glenview, IL: Scott-Foresman.

Larson, R. and Larson, D. with Gillespie, V. B. (1992). Project affirmation: Teaching values. Riverside, CA: La Sierra University Press.

of justice. San Francisco: Harper & Row.

Papalia, D. E. and Olds, S. (2001). Human development. New York: McGraw- Hill.

Peters, T., and Austin, N. (1985). A passion for excellence: the leadership difference. New York: Random House.

Peters, T., & Waterman, R. H., Jr. (1982). In search of excellence. New York: Harper & Row Publishers.

Piaget, J. (1951). The child’s conception of the world. New Jersey: Adams &

quest for meaning. San Francisco: Harper & Row.

Ryan, K. & Bohlin, K.E. (1999). Building character in schools. San Francisco: Jossey- Bass Publishers.

Schon, D. (1982). The reflective practitioner. New York: Basic Books.

Schunk, D. H. (2000). Learning theories: An educational perspective. 3^rd ed. New Jersey: Merrill Prentice Hill.

Sharan, S. (1980). “Cooperative learning in small groups: Recent methods and effects on achievement, attitudes, and ethnic relations,” Review of Educational Research, 50(2), 241-271.

Sharan, S. (1990). Cooperative learning: Theory and research. New York: Praeger.

Showers, B. (1985). “Teachers coaching teachers,” Educational Leadership, 42(7), 43-49.

Slavin, R. E. (1983). Cooperative learning. New York: Longman.

Smith, K., and Smith, M. (1966). Cybernetic principles of learning and educational design. New York: Holt, Rinehart and Winston.

Smith, P. and Ragan, T. (1993). Instructional design. New York: Macmillan Publishing Company.

Peters, T., and Austin, N. (1985). A passion for excellence: the leadership difference. New York: Random House.

Peters, T., & Waterman, R. H., Jr. (1982). In search of excellence. New York: Harper & Row Publishers.

Vermette, P. J. (1998). Making cooperative learning work: Student teams in K-12 classrooms. Columbus, OH: Merrill, Prentice Hall.

Wang, M. and Lindvall, C. (1984). “Individual differences and school learning environments,” Review of Research in Education, 11, 161-225.

West, C., Farmer, J. and Wolff, P. (1991). Instructional design: Implications from cognitive science. Englewood Cliffs, NJ: Prentice Hall.

White, E. G. (1954). Child guidance. Washington, DC: Review & Herald Publishing Association.

White, E. G. (1968). Counsels on education. Mountain view, CA: Pacific Press Publishing Association.

__________. (1943). Counsels to parents, teachers, and students. Mountain View, CA: Pacific Press Publishing Association.

__________. (1952). Education. Mountain View CA: Pacific Press Publishing Association.

__________. (1923). Fundamentals of Christian education. Nashville: Southern Publishing Association.

Woolfolk, A. (2001). Educational psychology. 8^th ed. Boston: Allyn and Bacon.

Jones, F. (2000). Tools for teaching. Santa Cruz, CA: Fred Jones and Associates.

Tyler, R. W. (1949). Basic principles of curriculum development. Chicago: The University of Chicago Press.

Wallace, Betty, and Graves, William. (1995). The poisoned apple: the bell-curve crisis and how our schools create mediocrity and failure. New York, NY: St. Martin’s Press.

White, E. G. (1943). Counsels to parents, teachers and students. Boise, ID: Pacific Press Publishing Association, (pp. 98-104).

__________. (1903). Education. Mountain View, CA: Pacific Press Publishing Association.

__________. (1923). Fundamentals of Christian education. Nashville, TN: Southern Publishing Association.

Proposed Daily Outline

Monday

Tuesday

Wednesday

Thursday

Week 1, June 14^th :

Topic/Activities

Introductions

Team formation/Building

Syllabus/Requirements

Philosophy Preference Instrument

Guidelines for Proposals

Abstracting Curriculum Theory

Curricula in the Age of Technology

Homework:

Wiles & Bondi (W&B), chapters 1-2

Dispositions Self-Assessment

White, pp. 13-30

15^th:

Topic/Activities

Curriculum in the New Era

The Four Big Curricula

Philosophy Overview

Due: Disposition Self-assessment

Homework:

W&B, ch. 3

White, pp. 33-70

Flinders, ch. 1

Write Personal Philosophy of Education statement (1-2 pages

*Departmental Program:

TLC Orientation

16^th:

Topic/Activities

Paper-writing partners

Role of Philosophy (Part 1)

Due: Curriculum Principle Abstraction

Homework:

White, pp. 73-96; 123-145;

Flinders, ch. 2 – Reading Reflection;

Finish Philosophy Statement

*Departmental Program:

Library/WebCT training

17^th:

Topic/Activities

Role of Philosophy (Part 2)

Due: Reflection on Flinders

Curriculum processes

Guidelines for Proposals (discussions)

Homework:

W&B, ch. 4

White, pp. 146-192

Flinders, ch. 3

Tyler, pp. 1-62

Project Proposal

Week 2, June 21^st:

Topic/Activities

Basic Tasks of Curriculum Development

Simulations

Due: Philosophy statement

Due: Project proposal

Homework:

Tyler, pp. 63-103

White, pp. 195-222

Flinders, ch. 4

22^nd:

Topic/Activities

Basic Tasks (Part 11)

W o r k s h o p

[Mobile Lab]

Homework:

W&B, ch. 5

White, pp. 225-252

Tyler, pp. 104-128

Project

23^rd:

Topic/Activities

Curriculum Management Planning

W o r k s h o p

[Mobile Lab]

Homework:

W&B, ch. 6

White, pp. 253-271

Flinders ch. 28 – Reading Reflection

24^th:

Topic/Activities

Instruction in the Technological Era

(ISTE) [Mobile Lab]

Due: Curriculum Principle Abstraction

W o r k s h o p

[Mobile Lab]

Homework:

W&B, ch. 7 or 8 or 9 or??

Project

Week 3, June 28:

Topic/Activities

Level-specific Issues

Due: Curriculum Principles Abstraction

Due: Reflection on Flinders

W o r k s h o p

[Mobile Lab]

29^th:

*Departmental program:

TLC Conference

Homework:

W&B, ch. 10

White, pp. 99-120

30^th:

Topic/Activities

Curriculum Design Alternatives

Nature Teaching

Course Evaluation

IFL Evaluation [BH Computer Lab]

Homework:

Exam Prep

July 1^st:

Topic/Activities

Final Exam [BH Computer Lab]

Due: Curriculum Principle Abstraction (2)

Projects Due July 8th

EDCI547 Foundations of Curriculum Development
- Summer Semester 2004 –

M-Th 3:30-6:15

Bell Hall 181

Course Requirements and Assignments:

Note: [P] indicates an assignment is suitable for inclusion in your portfolio. Five such assignments are noted. The numbers in parenthesis indicate possible percentage grade for each activity/assignment.

Attendance: You are required to attend class regularly and on time. Irregular attendance and lateness will affect final grade. (5%)

A 94-100%

B 82-86%

EDCI547 Foundations of Curriculum Development - Summer Semester 2004 –

M-Th 3:30-6:15

Bell Hall 181

Course Requirements and Assignments:

Note: [P] indicates an assignment is suitable for inclusion in your portfolio. Five such assignments are noted. The numbers in parenthesis indicate possible percentage grade for each activity/assignment.

Attendance: You are required to attend class regularly and on time. Irregular attendance and lateness will affect final grade. (5%)

A 94-100%

B 82-86%

EDCI547 Foundations of Curriculum Development
- Summer Semester 2004 –