University of North Carolina at Wilmington

The Donald E. Watson School of Education

Fall 2005

Course Description [as stated in UNCW Graduate Catalogue]

Develops a conceptual framework for understanding curriculum in relation to other aspects of educational systems. Students learn to evaluate curricula in terms of structural elements, underlying value orientations, and assumptions about subject matter and about learning. Introduction to issues of curriculum change, implementation, evaluation, development, and design.

Course Rationale

The conceptual framework for the Watson School of Education reads: Watson School of Education develops Highly Competent Professionals to serve in Educational Leadership Roles. The outcome of our work together leads to educational practice that positively impacts learning. A major focus of this course will be the external and internal forces that shape curriculum development and implementation, including hidden as well as overt curricula intents. Each student will be expected to develop:

1        A knowledge base with respect to classical approaches to curriculum

2        An understanding of important curriculum concepts

3        The ability to detect belief systems in curricula descriptions

4        An appreciation of the historical, social, and cultural contexts of curriculum development, and

5        An awareness of her or his educational value structure and its effects on classroom practice.

Course Objectives

At the conclusion of the course, students should be able to:

ü      Describe four classical curriculum stances in terms of their underlying assumptions

ü      Identify implied values and assumptions in published curricula

ü      Analyze curriculum materials with respect to their underlying educational philosophy

ü      Explain the role of external forces in curriculum development and implementation

ü      Distinguish between the ideal, the formal, the instructional, the operational, and the experiential curriculum in one or more subject areas

ü      Generate and communicate a personal philosophy of education and

ü      Describe the process of curriculum change in districts and in individual classrooms.

Texts 

A WebCT account has been set up for this course and is available online at http://luminis.uncw.edu/

American Psychological Association. (2001). Publication manual of the American Psychological Association (Fifth edition). Washington, DC: Author.

Ornstein, A.C., & Hunkins, F. P. (2004). Curriculum: Foundations, principles, and issues. New York, NY: Pearson Education, Inc.

Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago, IL: University of Chicago.

Wiggins, G., & McTighe, J. (2005). Understanding by design, Expanded 2^nd edition. Washington, DC: ASCD.

Course Requirements

1.      As an educator, you accept the responsibility to adhere to the highest ethical standards and commit to serving students, the profession, and pursuing professional development. The WSE Standards of Professional Conduct incorporate the following:

·        the Code of Ethics for North Carolina Educators (adopted by the North Carolina State Board of Education, June 5, 1997; www.ncpublicschools.org);

·        the Code of Professional Practice and Conduct for North Carolina Educators, effective April 1, 1998 (Section 0.600; www.ncpublicschools.org/teacher education/conductcode.htm); and

·        the Watson School of Education professional expectations as identified in the Performance Evaluation Scale exit criteria.

2.      As a UNCW student you agree to adhere strictly to the UNCW Honor Code (See Student Handbook, Code of Student Life) http://www.uncwil.edu/stuaff/doso/documents/Code.Of.Student.Life.pdf

3.      All assignments must be typed and submitted in a professional manner in accord with guidelines set forth by MLA or APA manuscript style. Proofread before submitting— errors in grammar, spelling, punctuation, etc. will result in a lower grade (see Rubrics). It is suggested that these completed assignments become part of the student’s Professional Development Plan portfolio.

4.      Submit assignments on the due date to receive full credit. Late papers will result in a lower grade. In accord with mastery learning, students can choose to submit assignments early for instructor’s feedback, then revise and resubmit for a grade. Students requiring substantial revisions will be directed to the University Learning Services http://www.uncw.edu/stuaff/uls/ for assistance with their academic goals.

5.      Attendance Expectations and Reminders about Participation: Clear links have been found between teachers’ verbal and cognitive abilities and the achievement of their students (Droege, 2004). (Grade point penalties will be applied for failure to do any of the following.)

• Attendance at each class meeting is required. Students should be on time for each class meeting and stay until the class is dismissed. If you expect to arrive late or be absent, please contact me as soon as you are aware of this.

·        Assignments must be ready to turn in, or for presentation, at the beginning of the class on the date due.

Proposed Schedule                                    

UNCW’s fall 2005 course calendar is located at:

http://www.uncw.edu/reg/fall_2005_coe_prt.html

*Indicates the class will meet on campus.

Course Assignments

1.      Reflective Journal                       Due: as assigned                                   40 possible points

Eight (8) journal entries are required (the 2 designated on the WebCT calendar, and 6 others of your choosing). Word  process your reflections on, and/or questions about any course activities, reading, discussion, or about education in general. The journal should be written in an informal tone and addressed to me. About one double-spaced page is required, but you may write as much as you wish. Utilizing the WebCT email function, you may email your entries, due by 7:30p.m. on the 2 assigned Mondays, and on the 6 other Mondays of your choosing. I will respond to these entries, which will be kept confidential.

Rubric: You will receive 5 points for each journal entry that conforms to these specifications. Please date and number your journal entries.

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2.      Philosophy.                                   Due: September 12                               50 possible points

One-to-two page, single-spaced presentation stating your philosophy of education with respect to curriculum. Full description of this assignment is available in Course Content, Module 1.

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3.      Discussions.                                 Due: As assigned                                  50 possible points

Students are expected to participate in each of the 5 online class discussion in a collegial, thoughtful manner; asking questions, offering comments and personal insights, engaging in discussions and providing critiques for classmates when invited to do so. 

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4.      Journal Club. Article Review/Critique.   Due: October 3 & 17   60 possible points

Review two (2) published article (each at least 7 pages in length) in professional journals and/or chapters in related edited books (publication date no earlier than 1995). Your article must represent research relevant to the foundations, principles, and issues of curriculum. Full description of this assignment is available through the “Journal Club” link on your Course Menu in WebCT.

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5.      Examination                                 Due: November 7                                 100 possible points

This written assessment of your understandings of the course content will cover class discussions, readings, and supplemental material.

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6.      Curriculum Analysis Project        Due: November 28                               100 possible points

Working alone (see instructor if you would like to work in teams of two), choose a published curriculum for a specific grade level or grade span. Locate district and/or state guidelines (and/or professional standards if available) appropriate to the curriculum area and level you have chosen. In the light of those recommendations, analyze the chosen curriculum. Prepare a well-edited word-processed document of 8-10 double-spaced pages in length. You may use topic sentences or subheadings in your report. Paper clip the pages together—please do not staple. Please also do not use page protectors, folders, or binders.

On the cover sheet, list:

·        The name and grade level(s) of the curriculum chosen

·        The publisher and copyright date

·        The course number, title and professor

·        The date you submit your report

·        Your name

In the body of the report, include:

1.      An introduction, which describes the primary goals of the curriculum and names the major author(s)

2.      A description of the scope of the program and how this curriculum fits within that scope

3.      An analysis of the congruence of the material to available district, state and/or professional guidelines and standards

4.      A description of the content organization

5.      A list of some methods of assessment suggested and/or supplied

6.      A discussion of the assistance available to those implementing the program

7.      Examples of representative intended content learnings (3-5 items)

8.      Examples of hidden curriculum elements (3-5 items)

9.      Examples of assumptions about the learner (3-5 items)

10.  Examples of assumptions about the learning environment (3-5 items)

11.  A description of any administrative structures necessary to implement the program

12.  Your assessment of the feasibility of adopting the curriculum

13.  Your assessment of the value of the curriculum

14.  A bibliography of resources, if appropriate. You need not list the curriculum itself

Be prepared to give a 20-25 minute oral report in class in which you (a) briefly describe the curriculum and (b) involve the class in the presentation that captures the flavor of the curriculum.

At the end of your report attach:

15.  Appendix A: A matrix supporting your analysis of the congruence of the curriculum to the available guidelines. Samples are available on pages 41-46 in your course packet.

16.  Appendix B: The grading rubric for this project. Rubrics will be prepared in class. Points on the rubric will be assigned according to the following criteria:

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Final Evaluation

Assessment is based upon a point scale. Assignments are each worth a specified number of points. Your point total determines your course grade. The following section provides a framework for monitoring your progress in this course. All submitted work should reflect your best thinking and effort. The instructor may return assignments for revision prior to final evaluation.

Important UNCW and WSE Procedures

Instructor Availability

I am also usually available to students whenever I am on campus, so please come by even if you do not have an appointment. If you come by to see me and I am not in my office, please leave a note with your phone number. Or, you can email me. I will get back to you as soon as possible. You may also phone me at my home:                                                                    

University Disability Policy

If you are a person with a disability and anticipate needing accommodations of any type in order to participate in this class, you must notify Disability Services (Westside Hall, 962-7555), provide the necessary documentation of the disability and arrange for the appropriate authorized accommodations. Once these accommodations are approved, please identify yourself to me in order that we can implement these accommodations. See Student Handbook, Code of Student Life at http://www.uncwil.edu/stuaff/doso/code/code.pdf

Watson School of Education Mission Statement

The primary mission of the Donald R. Watson School of Education at the University of North Carolina at Wilmington is to develop highly competent professionals to serve in teaching and other educational leadership roles in southeastern North Carolina, the state, and nation. The Watson School is committed to achieving excellence in teacher and administrator preparation in all of its programs. Course offerings at the baccalaureate and advanced levels are based on the conceptual framework of teacher as decision maker and reflective practitioner. To realize the mission of the Watson School, thorough grounding in theoretical and empirical bodies of knowledge is provided, the educator's capacity to utilize knowledge to improve schools and enhance learning by children and youth is developed, and commitment to personal, professional and institutional development is fostered.

WSE Performance Review Process

“Consistent with the commitment to admit quality students into the teacher education programs, the Watson School of Education also focuses upon the retention of students in programs designed to prepare them to become effective educators. The Performance Review Process is an ongoing component of that effort, and I formally activated at least once per semester. The purpose of the Performance Review Process is to provide honest and candid feedback to prospective educators as part of the Watson School’s obligation to produce quality personnel. Students should be aware that review of performance will occur at least twice during their program of studies in the Watson School of Education: (1) approximately midway through their coursework requirements, and (2) prior to student teaching. Faculty also can express their concerns at any time during a student’s program.” This Process focuses on academic achievement and professional behavior. Further information about this process is available on the sheet entitle “Program Information for Undergraduate and Licensure-only Students” in the Department of Curricular Studies and the Associate Dean’s Office, Education Building.

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