FIFTH EDITION

CURRICULUM
Foundations, Principals,
and Issues
By
CHAPTE
Celinda
R
Trotter
1

ALLAN C. ORNSTEINFRANCES P.

Table of Contents
1. Curriculum
Approaches
2. Definition of
Curriculum
3. Foundations of
Curriculum
4. Curriculum
Domains
5. Theory and
Practice

Curriculu
m
Behavioral
Humanistic
Managerial
Systems
Academic
Approach
Reconceptuali
The Behavioral
Managerial
Systems
Academic
Humanistic
st
es
Approach
Approach
is
stresses
considers
attempts
based
inclined
on

a
toplan
the
all
center
examine
prior
importance
that
approaches
itsspecifies
and of
Reconceptualist
selecting,
and
stretches
policies
its
communicating
into
curriculum
units
and
to
and
include
objectives
by
using
logical
that
trends,
they
and
miss
concepts
the
personal
on
a
and
step
organized
engineering
so
produce
inflexible
by
step
chief
theory
people
goals
on

Approach
is
more
Behavioral
supervising
subunits.
ideological
The
issues
people
curriculum
while
involved.
This
models
and
strategies
to is need
social
historical
aspect
and
of
philosophical
the
human
level
positions,
concerned
with
approach
structured
investigating
plans
with
and
diagrams,
its
influencing
curriculum
flow
formulate
the
curriculum.
It isin
a
to
rather
develop
than
their
with
natural
social
orcuriosity
Managerial
change
and
reform.
terms
charts,
social,
of
economic,
and
programs,
committees
schedules,
political
that It
rigid
attitude
that and
relies
and
practical
creative
reasoning.
problem
Itsolving.
ison

It
Systems
space,
develop
issues. resources,
Theory
the
concerns
is more
equipment
of
important
the
technical
and
scientific
principles
focuses
sometimes
its
curriculum
overwhelming
on
life
for and
the
personnel.
entire
that practical
school
Itdoesnt
tends
rather
applications.
such
as
models,
andthan
stepthat
bystrong
step
experiences,
learner
that
group
have
a
Academic
to
of
School
a
mainly
department
isfield
considered
focus
on
orand
subject.
an
strategies.
It trips,
is the
games,
adequate

Humanistic
administration
It
extension
is also
referred
of
society
and
to as
and
oldest
and
still
the
interest
background
centers.
of
knowledge,
Cooperimplementation
total
should
capable
management
of
most
dominant
ative
but
it
learning
isbe
more
subject
is rather
stressed
quality
Reconceptualist

Definition
of
Lets begin by
Curriculu
defining
Background
Fundamental
Challenges of
curriculum.
m
Issues
Plans for
Questions
Definition

Subjec
achieving
So
many issues,
so many
Dealing
Thirty
years
15questions!
questions
goals
Thet definition
of curriculum
is
variables,
soago,
many
with
matterdebated
where
developed
from
the
work
often
but
must
be
Who
is
questioning;
what
is

Learners
Challenges
of
Definition
and
of
a committee
in
1930.
kept
broad
and formed
open
toshould
formal
experien
more
important;
when
it
conten

Background
Issues
Page
13
of
our
textbook,
lists
and
informal
goals.
If
planned
ce
t
be taught;
where is it being
these
questions.
They
Fundamental
or
unplanned
instruction
Questions
taught;
why should
it be is
concentrate
place
& function
disregarded,
than
students
Field of in on,
organized
certain
ways;
how
System
for
of
subject
matter,
methods
&
study
with
may
consider
it
not
important.
The
posturewith
respect
to
important is the subject dealing
materials
that facilitate
learning,
role
own
the
content
will
be
of
great
with
matter?
George
A. Beauchamp
of domains
curriculum
specialist,
relationships
people
influence upontheory and

Foundatio
ns of
1.
Philosophy
Curriculu
2. Historical
m
3. Psychological
4.
5.
6.
7.

Social
Cultural
Political
Economical

ACTIVI

Developme
Planned
Other
Linda
Behar
and
Design
Allan
Glatthorn
George
A.
Beauchamp
(revised
by
U.S.
Curriculum
nt
Domains
Unplanned
(description of seven
types of

The
Design
of cannot
said,
People
Professors)
curriculum)
Planned
(formal)
curriculum
is also
The
Development

Other
Domains
Development
intelligently
discuss and
1.Philosophy
and
Unplanned
extremely
of1.Recommended
curriculum
isDesign
include
outlooks
communicate
with others

2.Theory
2.Written
(informal)
important.
There
is without first
considered
the
from
various
about
curriculum
3.Research

every
school
whether
recognized
Domains
in
a
step
by
step
outline,
model,
3.Taught
create
situations.
the
design.
Values,
Since
faith
driven
it
is
curriculum
coincide
no
set
guidelines
most
essential.
It
is
scholars
makingwith
veryunique
clear what their
4.History
or
not.
Planned
refers
to
content,
plan
and
based
on
behavioral
4.Supported
based
morals,
on
and
the
virtuous
values
and
programs
beliefs
can
of
in

Planned
and
Unplanned
that
help
usually
always
background
interpretation of a curriculum
5.Development
expectations
of
learning,
and
managerial
approaches.
5.Assessed
education,
alter
the
views
it
is
usually
of
domain
shaped
content.
by
provided
determined
is. He divided curriculum
6.Design
objectives,
and
lesson
plans;
Many
timesthe
these
guidelines
6.Learned
the
No
matter
curriculum
opinion,
approach
most
taken.
all
knowledgesociety,
into planning,
7.Evaluation
peer
faith.
Open
systems
while
unplanned
suggests
including
is to
created
by
asocial
ignore
attitudes,
emotions,
7.hidden
Most
would
are
comply
driven
my
every
content,
text
implementation,
and behavior,
8.Policy
interaction,
develop
through
aspects
of
development
and
coordinator
that
feelings,
and
especially
if
it
evaluation.
9.Field
of study
and
personal
change
while
closed
designs
similar
to It
began
as
teacher.
situations.
Producer
systems
tend
to beit
Behars
list,
since
reveals what
vs.
Thinker;
Implicit
rigid
and inactive.
assessed
20will
years
curriculum
be of
vs.
Null.
education.
once
its developed.

Curriculu
m

Aristotle's
influential
Theory
Certification
to
Practice

categorization of knowledge.
Theory
Certification
describes
(endorsement,
and explains
license
issued byconcepts,
the state orprinciples,
school district)
existing
facts and
cultivation
of are not
exercising
of skill
for
curriculum
jobs
as
and
relationships.
Practice
is

ideas that the

Theory
wisdomTO
and Practice
person
already asknowledge
clear-cut
they
are
with
other
determined
by
what
is
applied,
possesses
Certification
professional
fields. Often
our
such
as procedures,
methods,
curriculum
leaders
lack is shown
and
skills. The
process
certification,
leaving
schools
with
8 isbasic
steps
(pg20).
action
not
simply
1.Read
literature
informed, it is
also
exposed
to
untrained
groups
and
inconsistent.
2.Identify
terms
committed
which
causes
duties
to
be
vague
Non-expert
policy
3.Check existing
makers
are
theories
implementing
4.Avoid fads
standards
and &
5.Align theory
approving
practice programs
according
to their
6.Test theory
goals,
content,
and
7.Interpret
theory
subject.
issue
8.Modify This
theory
by

Theory
and

Principal
Curriculum Coordinator
Teacher
Parent
Student

Roles of
the
Curriculu

Principal
Curriculum Coordinator
MS: ELA & Science Teacher
MS: Math & Parent
Student

References
1.Ornstein, Allan C., & Hunkins, Frances
P. (2009). Curriculum, Foundations,
Principles, and Issues (5th ed.). USA:
Pearson Education, Inc.
2.Beauchamp, George A., (1984).
Fundamental Curriculum Decisions
(Chapter 7). Retrieved
www.ditreading.files.wordpress.com/2
009/08/curriculum-design.pdf
3.Smith, M. K. (1996, 2000) 'Curriculum
theory and practice' the encyclopedia
of informal education,
www.infed.org/biblio/b-curric.htm.
4.Trotter, Celinda (Producer). (2010,
August 31). Sts. Peter & Paul Catholic
School. Video interviews include: