PMC 521

CURRICULUM THEORY AND PRACTICE

CURRICULUM THEORY

PRESENTED BY,
VASANTHA MAHAMANEY
S-PM0123/18
28/11/2018
 CURRICULUM THEORY

As an important component of curriculum studies

Can provide a set of conceptual tools for analysing curriculum

proposals ,for illuminating practice and gor guiding reform.

Melding theory and the reality of school curriculum together

- important steps in educational planning process
 FUNCTION OF
CURRICULUM THEORY

GREAT DEAL OF ARGUMENT AND

DISCUSSION ABOUT
a) What is curriculum theory
b) What it is not

Received view CRITICISMS OF RV

 Suppe(1974) narrowness in
requiring axiomatization
• Theory is –formalized,  Hanson(1958) its posture of value
deductively connected bundle neutrality , observations are
of laws profoundly influenced by
• A small number of concepts worldviews and their values
selected – bases for theory  Popper(1962) conjectures,not
verifiable,can be submitted to
severe tests of falsifiability
 Keat & • Explanation of how underlying structures
Urry,1975 and mechanisms work to generate the
phenomena being studied

• A tool of inquiry ,rather than a picture or a

map of world.
Kaplan ,1964
• Not judged in term of its truth or falsity ,
basic quality of predictions it demonstrates

Broader • Set of related educational concepts that

definition affords a systematic and illuminating
perspective of curricular phenomena
 * Not yet been correlated with empirical data
Basic
* Untested hypothesis,involves few variables
theory
(stage 1) *not systematically refined and classified.

Stages of Middle – * Hypothesis that have been empirically tested

theory range *Experimental laws and generalizations results
development theory *Theory used to illuminate,predict and control events .
(Faix,1964) (Stage 2 )
* ‘conceptual system’ for guiding inquiry and practice

General * An inclusive conceptual scheme for explaining an

theory entire universe of inquiry
(Stage 3) * Attempts to integrate the substantive knowledge
produced from middle range theories.
 Leadership in curriculum theory
• Role of leadership –reviewing the relationship between theory & practice
-Element in the future success or failure of curriculum , impacts schools
• No set rules or formulas exist for leaders to follow
- only general guidelines ,ideas and generalities.
• Need to be aware of the cyclical nature of curriculum theory.
• Communities encourage and recognize successful leader
-demonstrate ability to make difference in teaching and learning.
• Exercising leadership – helps deepen a comprehension of ‘what works’ and
‘the way’ of curricula development.
Areas of review of curriculum

* Historical development of curriculum studies

* Current theory and practise in the field

*impact of thechnology on curriculum

* staff development needs

*Micro and macro dimensions in curriculum

* models and processes of developing learning strategies

*Process of curriculum change

* models and techniques of assessment
 Four categories 0f curriculum
theories

Structure- Content-
Value –oriented Process-oriented
oriented oriented
theories theories
theories theories
Concerned primarily Major sources that Describing how
Concerned primarily with with analysing the influence the curricula are
analysing the components values , assumptions of selection & developed
of curriculum and curriculum makers and organization of /recommending
interrelationships products curriculum content. how they develop
3 views of classification:
a) child centred curricula
b) knowledge centered Some descriptive
Tend to be
Tend to be descriptive and theories /some
explanatory in intent
critical in nature.
c) society centered precriptive
theories
Bransford ,Brown and Cocking(2001), in How people learn :

• Brain, Mind, Experience, and School, note that it is important for

students to organize their knowledge around important ideas and
concepts—that students “learn how to see” a problem like an expert
and understand the “Why and When?” as well as the “What?” and
“How?” He states that it is important that students integrate their
new knowledge with existing knowledge (constructivism) and for
students to monitor their learning and problem solving
(metacognition) (Caulfield et al., 2000)
Conclusion about curriculum theories
• curriculum can be both the description of what happens in the
classroom and what actually happens in the classroom
• Future theorists can help describe, explain, and predict the teaching
and learning process.
• help in developing strategies to transmit knowledge via a syllabus,
focus on an end product, state and demonstrate a process of learning,
• future curriculum theorists to elicit an educational change via
technology on a global scale that will allow us to develop new and
meaningful ways of improving awareness and understanding
throughout the world.