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

What is Curriculum? (Zais) (Eisner) (1) a plan for the education of learners A curriculum or the curriculum (2) a field of study 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-1900s 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 Chicago

Origin & Development of Curriculum 1900s The Curriculum - First book – Franklin Bobbitt (1918) Curriculum Construction – W.W. Charters (1923) 1920s – 30s 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 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 15-20min to read & discuss the main question Once completed return to Home group to share & discuss the main question for 15-20mins

“What is curriculum?” A compromise concept of the 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 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 in schools) Curriculum Improvement vs Change (change is harder) Curricular vs Noncurricular issues