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The Birth  of the Field of Curriculum 1918-1949

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The Birth  of the Field of Curriculum 1918-1949

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Bobbitt and Charters: Behaviorism and Scientific Principles

Franklin Bobbitt (1876-1956)

Curriculum as a science

Cost-effective education

Prepare students for adult life

W. W. Charters (1875-1952)

Bridging theory and practice in curriculum

Emphasis on student needs

Kilpatrick: The Progressive Influence

William Kilpatrick (1871-1965)

School as a  community

Teacher and student planning

Emphasis on pedagogy or instructional activities

Child centered curriculum

Rugg and Caswell: The Development Period

Harold Rugg (1886-1960)

Education in content with society

Whole child

Teacher plans curriculum in advance

Hollis Caswell (1901-1989)

Foundations of education (history, philosophy, and culture) influence curriculum development

Curriculum as a set of experiences

Curriculum organized around social functions

Tyler: Basic Principles

Ralph Tyler (1902-1994)

Curriculum as a science and extension of school philosophy

Curriculum as a rational process

Student needs and interest

Goodald: School Reform

John Goodlad ( 1920-2014)

Curriculum organized around needs of society

Reduce student conformity in classroom

Freire: From “Banking Concept” of Education to Problem Posing

Paulo Freire ( 1921-1997)

Education as a means of shaping the person and society through critical reflection and “conscientization”

Teachers use questioning and problem-posing approach to raise student’s consciousness

Pinar: Reconceptualizing Curriculum Theory

William Pinar ( 1947-)

Broaden the conception of curriculum to enrich the practice

Curriculum as a conversation that involves multiple disciplines

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Vocational Education

Testing of children’s aptitudes as a basis for pursuing choice of vocations in higher education

Education related to agriculture , home economics , and the trades

Flexner: A Modern Curriculum

Abraham Flexner argued in 1917 that Latin should not be taught in school

Wanted educators to change the curriculum

Dewey

Pragmatic and Scientific Principles of Education

Argued that subjects can not be placed in value order

Believed that any subject can promote a child’s development

Charles Judd (1873-1946)

Believed that the laws of nature should educate the young

Emphasized science and math problems applicable to everyday life

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Johann Heinrich Pestalozzi (1746-1827)

General and Special Methods

His innovation was that children learn through the senses

Developed rote learning and linking curriculum to children’s experiences

Friedrich Froebel (1782-1852)

The Kindergarten Movement

Focused on three and four year olds

Schooling should focus on play and individual and group interests

Johann Herbart (1776-1841)

Moral and Intellectual Development

His contribution to moral development in education

Creation of methodology of instruction designed to establish structured teaching

Herbert Spencer (1820-1903)

Utilitarian and Scientific Education

Advocated a scientific and practical curriculum

Believed that traditional schools were impractical and ornamental

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The Rise of Universal Education 1820-1900

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The Rise of Universal Education 1820-1900

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Monitorial Schools

Common Schools

Elementary Schools

Secondary Schools

Academics

High Schools

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Dr. Benjamin Rush ( 1745-1813)

Free elementary schools in every township consisting of 100 or more families

Curriculum emphasized reading, writing, and arithmetic

Thomas Jefferson (1743-1826)

Advocated a plan that provided educational opportunities for everyone

Public taxes should finance schools

Noah Webster (1758-1843)

Set out to reshape U.S. English (“American English”)

Wrote spelling and reading books

Wrote The American Dictionary

William Holmes McGuffey (1800-1873)

Readers emphasised patriotism, heroism, hard work, diligence and virtuous living

His five readers were the most popular textbooks in the UnIted States

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Town Schools

Controlled by public elementary school

One room classrooms with students from ages 5-14

Parochial and Private Schools

In middle colonies

Many religious and ethnic groups established schools for their children

Latin Grammar Schools

Secondary level, upper class boys

Established in Boston

Catered to those who planned to enter the professions (medical, law, teaching, and the ministry

Academics

Established 1751 based on Benjamin Franklin's ideas

Offered practical curriculum for those not going to college

Colleges

Most students who graduated from Latin school went to Harvard

College was based on the Puritan view that ministers needed to be soundly educated

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Chapter 3 Historical Foundations of Curriculum

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Chapter 3 Historical Foundations of Curriculum

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Curriculum Development

How curriculum is planned,

implemented, and evaluated

Step-by-step and logical

Curriculum Design

Refers to how curriculum is

conceptualized and arranged

Should provide a basic frame

of reference for what the

curriculum will look like after

curriculum development

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A plan for achieving goals

Dealing with the learners experience

A field of study

Deals with subject matter

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Behavioral Approach

Relies on technical and scientific principles

Based on a plan called a blueprint or document

Managerial Approach

Views school as a social system where students, teachers, and leaders interact

Interest is in innovation and how the school system can facilitate change

Systems Approach

Curriculum is organized into a system

Parts of the school and school district are viewed based on interrelatedness in order to make changes

Academic Approach

Attempts to analyze and synthesize major positions, trends, and ideas dealing with curriculum

This approach is based with the works of John Dewey, Henry Morrison and Boyd Bode

Humanistic Approach

Based upon progressive philosophy and child-centered ideals

Curriculum activities promote problem solving and active student participation

Postmodern Approach

Focused on education’s larger ideological issues

Investigate society’s social, economic, and political institutions