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-curriculum cannot be reduced to a particular theory, plan, or definition

-schools need to be institutional, capitalistic, and racial/gender indoctrination

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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

Bobbitt - Curriculum should be outlined around essential knowledge for each subject and then appropriate activities will be developed from there

Charters – scientific approach where curriculum is a series of goals that students much reach

Kilpatrick: The Progressive Influence

Curriculum methodology divided into four steps: purposing, planning, executing, and judging

Curriculum projects ranging from classroom project to school and community projects

The Twenty-Sixth Yearbook

Criticized traditional education tied to subject matter, rote learning, drill, and mental discipline

Curriculum synthesis of progressive practices and programs

Rugg and Caswell: The Development Period

Rugg - stressed need for curriculum specialist to construct curriculum and the teacher’s role in implementing curriculum, along with the need for preplanning – advocated cooperation among all educational professionals, including teachers, administrators, test experts, and curriculum specialists

Caswell – viewed curriculum making as a means of assisting teachers in coordinating their instructional activities with subject matter and student need/interest – courses of study as guides teachers use in planning daily lessons

Eight-Year Study

Curriculum with grouped objectives in related categories: 1) knowledge acquisition 2) intellectual skills 3) attituded and feelings 4) academic skills or study habits

Evaluation must be used to determine if curriculum’s objectives have been achieved

Tyler: Basic Principles

Rational, logical, and systematic approach to curriculum making – emphasized the learners’ needs, its principles are applicable in varying situations, and it prioritized objectives

Any school or district can formulate goals and organize its means/resources to shape curriculum and instruction

Goodlad: School Reform

Allow teachers to teach half-time to spend time interpreting and modifying state goals and planning curriculum

Education should socialize children and instill society’s values/norms

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-Considers offering two curriculum tracks – one for high school bound students and one for students ending formal education at the end of elementary level

-questioned high schools’ focus on preparing students for college, on mental discipline, and on the classics

Reaffirming the Traditional Curriculum: Three Committees

Established to determine school’s curriculum and standardized curriculum for much of the 20th century

1. the committee of fifteen.

2. the committee of ten.

3. the committee on college entrance requirements.

Harris and Eliot: Two Conservative Reformers

Harris – curriculum supporting morality and citizenship for preserving society’s customs and norms – traditional curriculum with a mix of essentialism (five core academic areas) and perennialism (classics and moral values)

Elliott – wanted pedagogical experts to establish goals and standards for every subject – schools must offer classes to his categorized four social classes– argued for vocational and trade schools separate from high schools

Vocational Education

Federal aid for vocational education related to agriculture , home economic, and the trades

Shift from classical/academic high school to comprehensive high school with more vocational education enrollments

Pressure for a Modern Curriculum

Movement away from mental discipline approach / classic curriculum to emphasize vocational, technical, and scientific subjects

Classics had no higher mental value than other subjects and that rote mental discipline wasn’t conductive to inductive scientific mindset and not compatible with modern educational theory

1. flexner: a modern curriculum.

2. dewey: pragmatic and scientific principles of education.

3. judd: systematic studies and social sciences.

4. commission on the reorganization of secondary education.

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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

Lessons taught to high-achievers (monitors), who then taught material to their classmates

Common Schools

Focused on elementary education for all common people, with the three Rs being the main pillars

Elementary Schools

Generally tied to essential subjects of reading, spelling, grammar, and arithmetic…with moral education also being of primary focus

Secondary Schools

Established on premise of Common Schools, to establish tax-supported and locally controlled high schools

Academies

Designed to offer wide range of curriculum, intended as a practical program for terminal students as well as a college-prep course of study

High Schools

Generally tied to serving all types of learners and to assist in eliminating class distinctions – offered more diversified curriculum than Academies

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Pestalozzi: General and Special Methods

Laid basis for modern elementary schools based on a child’s natural development learning through the senses

Froebel: The Kindergarten Movement

Developed kindergarten organized around plan and individual/group interest and activities

Herbart: Moral and Intellectual Development

Chief aim of education – moral character development for developing a good person with many interests

Spencer: Utilitarian and Scientific Education

Chief aim of education – being taught how to think, not what to think for advancing human survival and progress

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Rush: Science, Progress, and Free Education

Classics emphasis biased the masses against institutions of learning

Education should promote democracy and the exploration/development of natural resources

Jefferson: Education for Citizenship

State must educate its citizens to promote a democratic society

Public taxes from all should finance schools so that it’s not restricted to specific religious or upper-class groups

Webster: Schoolmaster and Cultural Nationalist

Coined and promoted ‘American English’ versus the British dialect

Students should learn American English along with thinking and acting as Americans

McGuffey: The Readers and American Virtues

Five Readers textbooks promoted patriotism, heroism hard work, diligence, and virtual living

Textbooks had a moralistic, religious, capitalistic, and nationalistic tone

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Three Colonial Regions (northern colonies – puritan law-based education) (middle colonies – parochial and independent schools related to the different ethnic/religious groups) (southern colonies – family-based educational decisions)

Colonial Schools

1. town schools.

2. parochial and private schools.

3. latin grammar schools.

4. academies.

5. colleges.

Old Textbooks, Old Readers

Early textbooks – hornbook, primer, Westminster Catechism, Old Testament, and Bible

New England Primer – American basal reader - widely used textbook for over 100 years

New Guide to the English Tongue – combined grammar, spelling, and religious instruction

The School Master’s Assistant – widely used mathematics text