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Curriculum & Instruction

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Curriculum and Instruction (C&I) is a field within education which seeks to research, develop, and implement curriculum changes that increase learner achievement in educational settings. The field focuses on how people learn and the best ways to educate. It is also interested in new trends in teaching and learning process. It tries to find answers to questions such as "why to teach",[1] "what to teach",[2] "how to teach" and "how to evaluate" in instructional process. Master's degrees and doctorates are offered at a number of universities.

History

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John Franklin Bobbitt's work, The Curriculum (1918), is considered the first textbook on curriculum.[3] Bobbitt is considered the founder of modern curriculum theory.

Ralph W. Tyler's Basic Principles of Curriculum and Instruction (1949) is later considered a seminal work on the subject. Tyler formalized his ideas on the presentation, analysis, and interpretation of curricula and instructional programs for educational institutions. Tyler's book was a bestseller and has since been reprinted in 36 editions, shaping the subject of curriculum and instructional design to this day.[4]

Hilda Taba's thesis included two key ideas on the subject: first, how learning should involve dynamic, coherent, and interconnected processes, and second, how teachers should be responsible for delivering and evaluating the curriculum. She believed that educational curricula should focus on teaching students to think rather than simply repeating facts. After working with John Dewey, Benjamin Bloom, Ralph W. Tyler, Deborah Elkins, and Robert J. Havighurst, she wrote a major book on the subject, Curriculum Development: Theory and Practice (1962).

Concept of curriculum

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These paragraphs are an excerpt from Curriculum.[edit]
In education, a curriculum (/kəˈrɪkjʊləm/; pl.: curriculums or curricula /kəˈrɪkjʊlə/) is the totality of student experiences that occur in an educational process.[5][6] The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals. A curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives.[7] Curricula are split into several categories: the explicit, the implicit (including the hidden), the excluded, and the extracurricular.[8][9][10]

Concept of curriculum theory

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These paragraphs are an excerpt from Curriculum theory.[edit]
Curriculum theory (CT) is an academic discipline devoted to examining and shaping educational curricula. There are many interpretations of CT, being as narrow as the dynamics of the learning process of one child in a classroom to the lifelong learning path an individual takes. CT can be approached from the educational, philosophical, psychological and sociological perspectives. James MacDonald states "one central concern of theorists is identifying the fundamental unit of curriculum with which to build conceptual systems. Whether this be rational decisions, action processes, language patterns, or any other potential unit has not been agreed upon by the theorists."[11] Curriculum theory is fundamentally concerned with values,[12] the historical analysis of curriculum, ways of viewing current educational curriculum and policy decisions, and theorizing about the curricula of the future.[13]

Curriculum studies

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These paragraphs are an excerpt from Curriculum studies.[edit]
Curriculum studies is a concentration in the different types of curriculum and instruction concerned with understanding curricula as an active force influenced by human educational experiences.[14] Its proponents investigate the relationship between curriculum theory and educational practice in addition to the relationship between school programs, the contours of the society, and the culture in which schools are located.

See also

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References

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  1. ^ Kridel, Craig (2010), "International Encyclopedia of Curriculum", Encyclopedia of Curriculum Studies, Thousand Oaks: SAGE Publications, Inc., p. 492, retrieved 2023-04-22
  2. ^ Holmes, Brian; Mclean, Martin (2018), "Curriculum theory", The Curriculum, pp. 1–24, doi:10.4324/9780429454332-1, ISBN 978-0-429-45433-2, retrieved 2023-04-22
  3. ^ Bobbitt, John Franklin. The Curriculum. Boston: Houghton Mifflin, 1918.
  4. ^ Wraga, William G. (2017). "Understanding the Tyler rationale: Basic Principles of Curriculum and Instruction in historical context". Espacio, Teimpo y Educación. 4 (2): 227–252. doi:10.14516/ETE.156. ISSN 2340-7263. S2CID 148907608.
  5. ^ Kelly 2009, p. 13.
  6. ^ Wiles, Jon (2008). Leading Curriculum Development. Corwin Press. p. 2. ISBN 9781412961417.
  7. ^ Adams, Kathy L.; Adams, Dale E. (2003). Urban Education: A Reference Handbook. ABC-CLIO. pp. 31–32. ISBN 9781576073629.
  8. ^ Kelly, A. V. (2009). The curriculum: Theory and practice (pp. 1–55). Newbury Park, CA: Sage.
  9. ^ Dewey, J. (1902). The Child and the Curriculum (pp. 1–31). Chicago: The University of Chicago Press.
  10. ^ Braslavsky, C. (2003). The curriculum.
  11. ^ J.B. MacDonald (1971). Curriculum Theory. The Journal of Educational Research, 64, 5, 195-200.
  12. ^ H.M. Kliebard (1989). Problems of Definition of Curriculum. Journal of Curriculum and Supervision, 5, 1, 1-5.
  13. ^ J.J. Wallin (2011). What is ?Curriculum Theorizing: for a People Yet to Come. Stud Philos Educ, 30, 285-301.
  14. ^ Garcia-Huidobro, Juan Cristobal (2018-01-02). "Addressing the crisis in curriculum studies: curriculum integration that bridges issues of identity and knowledge". The Curriculum Journal. 29 (1): 25–42. doi:10.1080/09585176.2017.1369442. ISSN 0958-5176.

Sources

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