# data[].attributes.body
-Based on curricularists' values and beliefs
- Form a product based on their view of the curriculum
-Varies greatly
-A framework should be provided before curriculum development
-conservative designs not radical

# data[].attributes.body
- Lack of consensus as to what are the main curriculum domains
- Curriculum practices were grouped into the following nine domains:
1. curriculum philosophy
2. curriculum theory
3.curriculum research
4. curriculum history
5. curriculum development
6. curriculum design
7. curriculum evaluation
8. curriculum policy
9. curriculum as a field of study

# data[].attributes.body
-Need scope and diversity
-The hidden curriculum, as mentioned deals with the feelings, attitudes, and behaviors or students and teachers.
-Fundamental questions such as:
1. What subject matter is most worthwhile? What are the best forms of content? How do  we organize them?
2.What are our aims and goals? How do we translate them into instructional objectives?
3.What social and political forces influence curriculum? Which ones are most pertinent?  Which impose limitations?

Ornstein, Allan C.. Curriculum (Pearson Educational Leadership) (p. 11). Pearson Education. Kindle Edition.

# data[].attributes.body
-Step-by-step plan for achieving goals and opportunities set for people to become educated
-Involves the learners experiences
-A plan that has created activities and learning experiences for its learners
-This program can be defined as field of study
-grade level focused
-subject matter/content focused

# data[].attributes.body
1) Humanistic Approach
2) Post Modern Approach

# data[].attributes.body
-quite progressive and dominated by Teachers College and Columbia University
-Emphasis on creative thinking, problem solving, life experiences , cooperative learning, active participation
-Aims to connect curriculum to community or/ and social issues

# data[].attributes.body
1) Behavioral Approach
2) Managerial Approach
3) Systems Approach
4) Academic Approach

# data[].attributes.body
-  Everything is approached in a systemic manner
-Committee structures a)engineers b) curriculum stages, c) curriculum structures
-Curriculum is viewed as the major component whereas teaching, instruction, and supervision are viewed as subsystems

# data[].attributes.body
-All participants are equally involved--social system (students,teachers, curriculum specialists, administrators)
-Innovation is a key component
-Curriculum specialists are viewed as agents of change
-Relies heavily on a plan of action along with school-wide involvement

# data[].attributes.body
-The oldest and the most commonly used approach used in education
-Often times referred to as a "blueprint" with clear objectives and learning goals
-Follows a chronological, step-by-step process
-Plan activities and content are clearly connected to the learning targets
-Learning outcomes are evaluated and data analyzed in light of the learning goals and objectives
-Emphasizes the importance of student experiences and how learners react to the same curriculum

# data[].attributes.body
- Emphasis on organizing curriculum into a system
--Organized in units and sub units that make the whole process
-Centered around the belief that learning starts with entitlement--access to knowledge
-Addresses historical, philosophical, social, and political
-

# data[].attributes.body
-Highly interested in theory than practical applications
-Involved with change and reform
- Seeks to understand how other factors such as social, economic, and political influence curriculum
-There is not a single correct way to create curriculum but rather a conversation
-Have a notion that today's curriculum is designed to control and  keep social inequalities prevalent in our society
-Commonly used terms: inequality, oppression, and discrimination