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Curriculum in the Classroom, 2005.
A look at the definition of curriculum and the role the teacher plays in curriculum decision making.
1,631 words (approx. 6.5 pages), 20 sources, MLA, $ 53.95
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Abstract
This paper provides an exploration of curriculum in the classroom. It discusses how school-based curriculum development is one of the many tasks that school staff are now responsible for as a result of school- based management and how teachers' responsibility for curriculum decision-making is now extended beyond their own classrooms to whole school initiatives.
Outline
Defining Curriculum
The Teacher's Role in Curriculum Decision-Making
Factors Shaping Teachers' Curriculum Decision-Making Space
Impact of Recent National Trends on Curriculum Decision-Making
Proposed Interview Questions
From the Paper
"Outcomes-Based Education is a curriculum approach that inverts traditional planning, focussing on the outcomes stakeholders wish students to demonstrate as a result of their education (Brady, 1996). Once these desired outcomes have been identified, the challenge presented to schools, teachers, parents and students is to determine how they will ensure that these outcomes are achieved and demonstrated by all students. Lorenzen (1998, p.1) clarifies this process saying, "All curriculum and teaching decisions are made based on how best to facilitate the desired outcome." In this educational approach, the focus is no longer on what has been taught, but rather, what the students are able to demonstrate they have learnt."
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Definitions of Curriculum, 2008.
An analysis of the definition of curriculum and the importance of taking into account the sociological and ideological aspects of the concept.
817 words (approx. 3.3 pages), 3 sources, MLA, $ 29.95
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Abstract
This paper examines the concept of curriculum and provides the writer's definition of it. In so doing, the paper outlines why conceptions of curriculum which focus predominantly upon describing it as course syllabi and learning modules are inadequate in large measure because they fail to take into account the sociological and ideological aspects of the concept. The paper also discusses E.A. Todd's definition of curriculum in "Curriculum Approaches and Definitions" and argues that it is overly broad and insufficiently descriptive.
Table of Contents:
Abstract
What is Curriculum?
From the Paper
"In closing, the preceding several pages have outlined this writer's conception of what the term "curriculum" really means. In so doing, what it is hoped has been revealed is just how enormous in scope the term really is and how merely confining one's understanding of it to course outlines, course modules and to technical competencies taught (and hopefully learned) is to really overlook many of the ideological and sociological aspects of curriculum. In the end, the concept "curriculum" is really an enormous and enormously important one."
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The Hidden Curriculum, 2005.
This paper discusses the hidden curriculum, which is concerned with imparting to the students the society's norms, values and culture.
1,525 words (approx. 6.1 pages), 4 sources, APA, $ 50.95
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Abstract
This paper explains that the effects of the hidden curriculum are often unnoticed, though its influence on educational institutions can be profound, impacting the behavior, both students and the instructor, often resulting in a less then optimal learning environment. The author points out that, in the United States, the hidden curriculum imparts respect for authority, good conduct and discipline by the organization of the classroom itself with the teacher seated at the front, which implies a hierarchy. The paper suggests that teachers and students can develop a critical awareness of the hidden curriculum by recognizing the many factors, which become part of the hidden curriculum, such as the media, and by being aware of the effects the hidden curriculum can have on topics such as race, class and gender.
Table of Contents
Hidden Curriculum
Effects of the Hidden Curriculum
Awareness
From the Paper
"As a tool for socialization, the hidden curriculum is an important means for preparing students to take on social roles. Jackson (1968), for example, believed that the values taught in the hidden curriculum provided students with a strong foundation to take on the working world. In most American schools, for example, students are expected to concentrate on their own work and to excel, rather than take time to tutor slower students. These practices prepare students for the competition inherent in the American business world and American society in general."
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The Role of the Curriculum Coordinator, 2002.
This paper is a review of literature in support of a proposed research project defining the role the curriculum coordinator.
4,540 words (approx. 18.2 pages), 18 sources, APA, $ 118.95
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Abstract
This paper explains that there is an extensive body of literature discussing the roles of the curriculum coordinator, but there is no consensus on what that role entails. The paper stresses the importance of role theory in issues of position definition. The author states that the proposed research will examine the perceptions of the role of curriculum coordinator held by teachers, principals, vice-principals and curriculum coordinators themselves and will test whether these perceptions differ in relation to the perceivers' position within their schools.
Table of Contents
Introduction
Role Theory: Theoretical and Historical Research
Applications of Role Theory to Organizations, Institutions and Educational Institutions
Application to Organizations/Institutions
Direct Application to Educational Institutions
Application of Role Theory to Role of Curriculum Coordinator
Perceptions of the Role of Curriculum Coordinators
Summary and Conclusions
From the Paper
"In some of the earliest research on role theory in direct relation to educational institutions, Biddle (1961) applied the theory to the role of the public school teacher and the relationships between the teacher's role and the problems of teacher recruitment. Specifically, the study examined teacher differences in teacher roles as perceived by teachers, college education majors and college students in other fields. The assumption underlying the study was that occupational choice was most often made because of role concepts and expectations. Questionnaires were used to elicit respondents' views of positive norms, negative norms, and expectations for teacher behavior in a variety of settings and situations."
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Multicultural Curriculum, 2003.
A position paper on multicultural curriculum development.
1,150 words (approx. 4.6 pages), 4 sources, APA, $ 39.95
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Abstract
This paper is a position paper on multicultural curriculum. The paper discusses what a multicultural curriculum is and why it is needed in today's multicultural classrooms. It looks at the division among those who support a multicultural curriculum and those who don't. The paper briefly discusses how to teach the multicultural curriculum.
From the Paper
"According to Gollnick and Chinn multicultural education has the purpose of further developing a democratic society by providing and promoting a respect and understanding of diverse ethnic and cultural groups ..."
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Curriculum Trends, 2005.
An analysis of curriculum trends in the next ten years.
2,900 words (approx. 11.6 pages), 10 sources, APA, $ 85.95
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Abstract
This paper provides an analysis of curriculum trends in America's public and private schools over the next decade and notes that the trend in the past has been to modify the curriculum in an effort to learn and do the right things. The paper includes a summary of the research in the conclusion.
Background and Overview
What Curricular Changes Will We See and Why?
What Will be the Content of the Curriculum in the Next 10 Years
What and Who Will Influence Content?
Who Will be Involved in its Development and Design
What Part will you Play in Curriculum Development in the Next 10 Years
How will These Changes Impact you Personally
From the Paper
"In spite of initiatives such as the Eight-Year Study and student-centered learning, public schools in American have remained deeply entrenched in traditional teaching; nevertheless, because the need is so great, renewed efforts to reconceptualize teaching in order to improve learning continue to emerge (Gross, 1997). What subjects should be taught in our schools, by what means, to whom, under what circumstances, and with what objective in mind? According to Reid (1999), these are the fundamental questions of curriculum that continue to be debated by politicians, administrators, educators, and, not least, the public at large; however, just what is curriculum? "It is a multitude of encounters between teachers (practitioners) and students (clients) in circumstances of great individuality, where outcomes are seldom predictable" (Reid, 1999, p. 3). In addition, a curriculum is also, by necessity, an institution. This is possible because both educators and the public alike have a firm conception of curriculum as institution, which includes concepts of "gradedness" (what it means to be a fifth grader), concepts of "subjectness" (what it means to study fifth-grade geography), and so forth (Reid, 1993). "
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English Foundation Stage Curriculum, 2005.
An examination of the curriculum guidance for the foundation stage of development that was designed for children in England, aged three to five years.
2,088 words (approx. 8.4 pages), 12 sources, MLA, $ 65.95
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Abstract
This paper analyzes the English foundation stage curriculum for three to five year old children, for all children participating in it. It identifies what is meant by an effective curriculum and analyzes the effectiveness of this curriculum for the children participating in it. The paper then considers theories of play and international approaches to learning for three to five year old children.
From the Paper
"The Dfes (2000) does attempt to take into account individual differences as point five in appendix one indicates. It states individual needs which should be incorporated include special needs, religion or ability and that children shouldn't be disadvantaged because of their differences. The Dfes (2000) already incorporates individual's needs in point four of appendix one which indicates children's experiences should build on what they know and can do. So combining these two aspects provides practitioners with suitable guidance to incorporate children of all abilities and value rather than exclude those with individual differences."
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Curriculum Design, 2005.
A brief examination of the differences in curriculum design for adults returning to school or for regular high school students.
1,014 words (approx. 4.1 pages), 4 sources, MLA, $ 35.95
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Abstract
When a group of individuals designed to be members of a sales force for a brick and mortar multinational business go 'back to school,' the curriculum philosophy, implementation and design of the firm will be by definition much, much different in its objectives than the aims of the curriculum of a local school district. This paper explains that the difference will not simply be in the age of the individuals, as many older people are becoming part of the nation's high school and community college graduates. It points out that the primary difference will be that the curriculum for the corporation must be praxis-driven, rather than simply designed to foster learning in the students. The writer posits that customer service and retention and employee satisfaction and retention must be the prime objectives of such corporate training.
From the Paper
"The sales curriculum must thus be designed with practicality and profits in mind. Academic learning is open ended, and designed to encourage students to ask 'what works.' But in corporate settings, management and outside consultants, as well as the past experiences of the company have already reached a consensus about what works. Now, the task of the curriculum is to enable the sales staff to implement the company's designed program to make effective sales. For example, in a school, one might ask, what is the best way to treat anxiety? A corporate training program for a sales staff would ask, how best to approach doctors in a hospital setting to sell our anti-anxiety medication? The skills and ability to learn in the sales staff are assumed, if human resource staff has done the HR job well by selecting qualified and competent employees. This assumption is not made in more conventional learning settings."
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Internationalizing the Community College Curriculum, 2002.
A discussion of the advantages of incorporating internationalization into the community college curriculum .
1,650 words (approx. 6.6 pages), 4 sources, $ 62.95
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Abstract
This paper looks at the reasons an internationalized curriculum will benefit community colleges and their students. We are an increasingly global society, and it is getting more and more difficult for people to function in the business world without some sort of international understanding. It is becoming clear that if this nation is to compete in a global market, our students must be taught an international perspective. There are many techniques for integrating international objectives into coursework, and if done properly, these objectives can be seamlessly introduced into the existing curriculum of almost any college class. Several community colleges across the nation are already making an effort to incorporate internationalization into their college environment. When internationalization of the community college curriculum takes place, everyone benefits.
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Curriculum, 2006.
A discussion regarding study curriculum and what it means.
675 words (approx. 2.7 pages), 2 sources, $ 26.95
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Abstract
This paper first provides a definition of the term 'curriculum'. It will defines and discusses such ideas as learning outcomes and assessment strategies. Once the overall idea of curriculum has been sufficiently defined, the attention of the essay turns to a more specific topic. The paper then lists some of the varying ways that even an ordinary curriculum can be spruced up, seeming attractive and non-threatening at the same time.
From the Paper
"As the time has come to pick a particular area on which to focus my study in regards to curriculum, there is first a simpler issue which needs to be addressed. This issue is the definition of curriculum, or what curriculum actually is. Once this essay sufficiently defines curriculum, the more specific area of curriculum for adults learning online can then be addressed. Curriculum is, at its most base definition, the coursework and courses that make up the avenue which leads to a particular degree, specialty, or training. These are the courses which one must take and pass in order to finish the given field of study, thereby not only demonstrating a knowledge and grasp of this particular field, but learning to work within said field in a later, professional career. "
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'Curriculum Frameworks', 2006.
A critique of 'curriculum frameworks: constructing a common body of knowledge' created in the late 1980's.
1,040 words (approx. 4.2 pages), 1 source, MLA, $ 36.95
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Abstract
This paper reviews 'curriculum frameworks: constructing a common body of knowledge', a model that was implemented only in theory. The paper compares this model to the present model in the New York City Department of Education.
Outline:
Objective
Introduction
The Curriculum Frameworks
Principles of the NYC Curriculum Framework
A Vision for the Twenty-First Century
Diagram of an Educational Community Reflective of a Teacher Educational Platform in the Poorest Area of NYC's South Bronx
From the Paper
"The vision of tomorrow's adults is what sets the goals nationally for education. Answering as to what skills and knowledge tomorrow's graduates will need to possess in order to succeed is a critical question to answer with clear focus on tomorrow's world. Education that is "effective, meaningful, and lasting" will serve to prepare the student to succeed in a world that is characterized by "increased diversity, technological change, and global economic interdependence." The student of today must gain through education the cognitive awareness and knowledge to truly appreciate the diversity in cultural heritage throughout the globe and have the capacity to respect the experiential differences that exist in terms of ethnicity and cultural diversity enabling them to work in collaboration and this too in a rapidly changing technological environment that requires integration of appropriate technologies to succeed at their tasks. Tomorrow's graduates must be flexible, technologically savvy, and possess the ability to collaborate in an environment that is ever-changing and ever-diverse."
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Curriculum Design, 2002.
A paper which discusses a school curriculum design called Direct Instructions.
1,280 words (approx. 5.1 pages), 6 sources, APA, $ 43.95
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Abstract
A paper which shows how a school curriculum design called "Direct Instructions" is based on the model of learning by the same name. The paper shows that the main aim of the curriculum designed for elementary high schools of a district, is the uniformity in the curricula so all the schools impart the same educational quality and therefore there is no discrepancy and the whole community remains satisfied. The curriculum encourages coordination between the schools, identical teacher training, and ease the students transition into high school as they would belong to the same schooling system.
From the Paper
"The Coordinated Learning methods are designed to drill the students with what is taught in the class. The students are taught ?automaticity? where they learn and comprehend their lessons to perfection. They reiterate the lessons till each and every student has learned the lesson. The learning is not limited to the classrooms, but the students are also taught to implement what they have learnt and are taught the true usage of what they have learnt. The incessant repetition of work transfers the learning from short term to long-term memory of the student. The students are retested at timely intervals so as to ensure that they have not forgotten what they have been taught. Thus the overall effect is that the student?s learning power is accelerated and he finds it easier to learn and understand new things once he has been taught the tact of learning."
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Hidden Curriculum, 2006.
A discussion on modifications within the school system and its curricula.
873 words (approx. 3.5 pages), 4 sources, MLA, $ 31.95
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Abstract
This paper offers a brief history of the establishment of the curriculum, its aims and objectives, within the educational system. It defines and focuses on the importance of the hidden curriculum. The hidden curriculum depends on social communications, the ability to infer and interpret, and the ability to apply unspoken concepts to a variety of situations. The paper gives examples of how the hidden curriculum may be applied in different circumstances. The author also explores the effects, positive and negative that the hidden curriculum may have on students.
From the Paper
"In the past, educators have recognized what we now think of as a hidden curriculum as important. When public schools were first form, educating the students in a national culture was an open and important part of the curriculum (Moore, 1997). It is easy to slip into such thinking today, but our public schools contain diverse groups of people, and in such circumstances, the hidden assumptions that support unspoken cultural beliefs in a school can unnecessarily narrow education and even alienate whole groups of students, parents and teachers."
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Mathematics Curriculum Review, 2002.
A comprehensive analysis of the problems in the elementary school's mathematics curriculum.
3,545 words (approx. 14.2 pages), 6 sources, APA, $ 99.95
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Abstract
This paper examines the question of how to reverse the trend of lack of educational progress, specifically in the world of mathematics. This is considered through an evaluation of three elementary schools' stated mathematics curriculum, and how they compare to the standards of the National Council of Teachers of Mathematics published standards. The process of this evaluation is a point by point comparison between the NCTM standards and the printed curriculum guidelines for these schools. Specific points which are supportive, and which may fail to reach the guidelines are identified and discussed for each school. The purpose of this evaluation is not to approve or reject these curricula, but rather to identify specific applications which can be either improved through change, or strengthened by building upon existing positive initiatives.
Introduction
Discussion of the NCTM Standards
West New York Public Schools, West MY
Bogota Public Schools, Bogota, NJ
North Bergen Public School System, North Bergen, NJ
Bibliography
From the Paper
"According to national statistics, the mathematical educational progress of American elementary students has failed to keep progress with the rest of the world. This stinging indictment of the educational system of the most technologically advanced culture in the world has caused a serious evaluation of the standards and goals of the elementary system. According to the National Council of Teachers of Mathematics, there are knowledgeable teachers in the system. The teaching staff has adequate support and resources. In a society which depends daily on mathematics, there is opportunity for students to learn and apply math principles and facts. There also is an abundance of access to technology to support the educational process. Finally, if students are considering careers, those in math related fields, such as engineering, financial planning, accounting and many others are some of the highest paying positions in our current job market."
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'Development of Curriculum Resource Guides', 2007.
This paper reviews a chapter in "The Clearing House" entitled "Development of Curriculum Resource Guides in a Secondary Education Course" by Bullock et. al.
1,124 words (approx. 4.5 pages), 1 source, APA, $ 38.95
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Abstract
In this paper the author critically reviews Bullock et. al.'s chapter in "The Clearing House" entitled "Development of Curriculum Resource Guides in a Secondary Education Course". The original work reported the results of an undergraduate-level education course in which students were to compile an annotated list of source material for use as curriculum guides. The reviewer addressed the positive aspects of this assignment as well as its limitations. The review found this article to fall short. Criticisms include that the authors did not provide any critique of the final result, nor did they give any description of how the students proceeded with their project. Also, there was no indication of how the students were led through the process of evaluating the materials examined.
From the Paper
"This diverse approach to generating curriculum guides is an interesting approach that should encourage the teams to find a wider range of informational sources than the students might have found if, for instance, only future math teachers looked at math curriculum guide materials and only elementary teachers looked at materials for elementary students."
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