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teaching), the information which is used to facilitate such a process is the second most important determinant on the extent and scope to which education will indeed take place.
In this way, designing a curriculum necessarily involves the attention and participation of several key participants. Although it is rarely the determination of the end educator as to the precise means by which he/she will attempt to engage the students and effect the determined end, the educator has no small part in engaging with the other shareholders within this process and voicing his/her concerns/beliefs/desires with reference to seeking to provide a better and more fully nuanced vehicle for the impartation of knowledge to the student (Hinde 2005).
With regards to how this student approaches the issue of curriculum, this can be understood as a function of two distinct responses. Firstly, the curriculum that I am faced within my own institution is something that is outside of my control and something that has been predetermined by shareholders to impart the very best level of education and knowledge onto me the student. In much the same way, it is my eventual intent to seek to have at least some stake in this process as I complete my degree and begin to practice teaching as an educator. In this way, I will then be able to exact a small amount of direction upon the way in which my students will be introduced to certain key elements of
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In their article titled, In the Future, Diverse Approaches to Schooling, Paul Hill and Michael Johnston identify the changes that public schools are more likely to implement in the next decade. Before giving a list of the changes in public schooling, the authors first identify the reasons why such changes will be in effect.
‘Curriculum’ is the set of elements intended for achieving a particular stated or implied objective and ‘Evaluation’ is collecting data to reach any decision. There are several programs for ‘Curriculum Evaluation’, out of which one is the CIPP model, portrayed by Daniel L Stufflebeam.
Educators design curriculum to help them set learning paths for their students. Originally, education was meant for man to be better (Johnson, 2007). Being a better man was described as being educated with the intention to use his knowledge as power in his adult life.
As a description of curriculum, it is difficult to find a better one than this of Marsh.
In recent years, with interest increasing in what is taught at different stages of education, curriculum has gained a place of importance in the education-connected regions.
The aim of education has undergone changes from developing the reasoning power of the individual to introducing social reform in the country. Hence curriculum theory has developed from the classics based curriculum of the nineteenth century to the present day emphasis on multiculturalism in the curriculum.
?Asking questions, asking the right questions, asking the right questions of the right people; secrets to the success of curriculum evaluation (Oliva, 2003). Evaluation is a continuous process through which data is gathered and analyzed with the purpose of improving a system.
Bobbitt’s (1918) The Curriculum has usually presented a particular conception of the curriculum. Many of these conceptions have contained similar elements, if not phraseology, and some efforts at their classification have been
Being a better man was described as being educated with the intention to use his knowledge as power in his adult life.
Mark Smith (1996) is one of the theorists who studied various definitions of curriculum as described by