Conceptions of Curriculum Zais 1976 Presented by Dr

Conceptions of Curriculum (Zais, 1976) Presented by Dr. Cole

What is Curriculum? (Zais) (1) a plan for the education of learners l A curriculum or the curriculum (2) a field of study l Substantive (subject matters) & syntactical (process) structures (Eisner) A school, or a course, or a classroom can be conceived of as a series of planned events that are intended to have educational consequences for one or more students.

Origin & Development of Curriculum Herbartian movement (Late nineteenth century) (Johann Friedrich Herbart), German philosopher Systematic attention to selection & org. of subject matter 1890’s-1900 s Harvard’s 1893 report (electives, college prep, prac. subjects) 1895 – Herbart Society founded (now the National Society for the Study of Education) Dewey’s laboratory School at the University of

Origin & Development of Curriculum 1900 s The Curriculum - First book – Franklin Bobbitt (1918) Curriculum Construction – W. W. Charters (1923) 1920 s – 30 s Denver & St. Louis initiate curriculum prog/ revision Dept. of C & I at Teacher College

Significant curriculum problems The nature of knowledge The nature of knowing The domain & limits of curriculum The translation of curriculum principles & theories into educational practice

Matters of concern throughout the curriculum. movement Relationship b/w general goals & objectives for guiding teachers Sequence or continuity of curriculum Balance in the curriculum

Jigsaw – “What is curriculum? ” (Zais ’ 76 – article “Conceptions of Curriculum”) Create a Home group of 5 people Assign a the following pages to a group member Pages 6 -8 Pages 9 -11 Pages 11 -14 Pages 14 -18 Pages 18 -20 An Expert group consisting of all individuals readings the same pages is developed for 1520 min to read & discuss the main question Once completed return to Home group to share & discuss the main question for 15 -20 mins

“What is curriculum? ” As program of studies As course content As planned learning experiences As experiences ‘had’ under the auspices of the school As structured series of intended learning outcomes As a written plan for action A compromise concept of the curriculum Purpose, content, method – directs instruction The necessity of multiple concepts It varies by purpose

Other Aspects of the Curriculum Foundations (Philosophy, culture, indiv. ) Curriculum Design (element of curric) Curriculum Construction (decision-making process) Curriculum Development (How will it proceed/ by whom) Curriculum Implementation (construction & develop. ) Curriculum Engineering (making it functional