Curriculum DevelopmentEssay Preview: Curriculum Development1 rating(s)Report this essaySUBJECT: Curriculum Development and ImplementationTOPIC: PRINCIPLES GOVERNING A CURRICULUM PROGRAMReporter:Joseyline K. Lad-ingAccording to Burton and Brueckner, the following principles govern a curriculum development program:A curriculum development program emerges out of an accurate picture of what the curriculum is now doing.The program may be and is initiated by:acting upon a criticism or dissatisfaction;bringing up shortcomings for discussion;Introducing a new departure in education.A community diagnosis must be made in order to show accurately the existing constellation of convictions, opinions, attitudes, the channels of influence and power, and the key persons and organizations.
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The curriculum development guidelines are based on the following principles:• An educational community is responsible for a coherent and comprehensive curriculum.• No new material must be put on a curriculum in the name of educational philosophy. • All students and staff must have an objective assessment at least 15 years in advance of implementation and the completion of their education, and no new work be required for students to proceed.• At the time of implementation, the curriculum is the framework by which all curricular activities shall be initiated. The guidelines aim to ensure that the curriculum develops according to the principles of the original principles.
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One of the most important things to maintain during a curriculum development program is not only a sense in which each new problem comes from its own source, but also awareness of the different methods of achieving such an approach that lead the reader to understand the main problems.In order to develop curriculum, students must have an objective assessment on all the problems as presented to them, such as the most common problem and their solutions to them. To learn more and to improve the way in which students view and understand these problems, they must learn about a range of concepts, including topics such as:the relationship between education and the economy, the role of leadership, community and social responsibility and the relationship between the two systems of governance such as civil war and human rights and the role of the individual.The curriculum may be taught through different curriculums. The curriculum may be taught according to different learning environments as well as to different classes and sub-class levels, as well as a system for assessing one or both of these components through various criteria. To encourage a better method of developing a curriculum in their area the student will be given input on topics such as, where and how to solve the problems, how to address particular problems, the role of teacher and teacher interaction and the potential for teacher intervention.The student will need to provide a clear picture of the problem before they can begin to take part in this kind of curriculum development. It is advisable to read only the curriculum guidelines published by the National Board of Standards (BSR). The BSR has endorsed the principles for a well-defined curriculum which is based on the principles of the original curriculum, which will facilitate the development of the new work as well as a clear picture of the underlying questions. The BSR policy also says that it will establish the appropriate level of trust and collegialism between students and will maintain the level of autonomy that is necessary for education, and the integrity of its activities, where appropriate.
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Each of the three foundations of a curriculum that the student learns as he moves through the relevant courses is essential in the development of the curriculums that they teach. There is a range of elements that the student will need to be familiar with in order to learn and to appreciate them throughout his course as well as through the other disciplines. The student’s first task is to acquire a detailed understanding of which of these three pillars a curriculum should be rooted in, how each of them
Culturally Literate [PDF]
The “Culturally Literate” text is a compilation of content from around thirty years of academic training and instruction. Content and a discussion of current research topics have been organized into an integrated vocabulary to include information on relevant issues, teaching and learning, as well as a comprehensive discussion with relevant research participants.The text also offers the opportunity for members and members of diverse groups who wish to have their own conversations about the issues at hand. The author has also selected selected individuals, such as professors, professors’ associations, school administration and community organizations to assist the book’s dissemination as a whole and, if necessary, as a part of a community conversation.The text is a collection of content, written in an organized way, from around thirty years of academic training and instruction. The content is of high quality and is consistent with the established guidelines for education in the United States, for general information about the curriculum, and for information and information on specific subjects.The “Culture in Information” has also been recognized as a critical journal. It is often referred to by scholars, academics, academics-in-training and academic journalists as a journal of high academic quality.The “Culture in Information” contains information, written in an organized narrative, of a culture which develops among many points in an established community of ideas. This “culture” develops at a global level within a framework of ideas and theories, and within communities, but within all societies in which people live, learn, work and do their jobs. It takes root in social and cultural environments and forms different categories for diverse individuals, groups and communities of all experience levels. The literature has been written and published in a wide variety of languages, and in many languages it has been translated into English, Spanish, Italian, German, Italian, Serbian, Hebrew, Chinese, Thai and other languages, and has been translated into various languages, with a wide variation in grammar, punctuation, structure, meaning and content.Some of the language-specific terms are familiar to all members of society, including journalists, university administrators, educators, civil societies, government officials, legal scholars, and experts in information, information technology and the general public. Some of the more specific and related terminology was used in relation to the “Culture in Information, including some definitions of how to understand concepts or concepts to which the idea of information applies or in which it is relevant.”For information on how to present the text for discussion, it is recommended that students and adults engage with the text with a careful comprehension of its content and what context it is contained in. The text will also be used in connection with discussions and other activities. A general discussion topic at hand-the “Culture in Information and the “Culture in Information: Teaching and Communication,” in the next chapter, will be taken into account, along with information on the contents of the paper, as it relates to topics and questions from general issues to specific topics and issues.The material in this volume is provided as an initial starter material for a curriculum development program. This foundation of
Culturally Literate [PDF]
The “Culturally Literate” text is a compilation of content from around thirty years of academic training and instruction. Content and a discussion of current research topics have been organized into an integrated vocabulary to include information on relevant issues, teaching and learning, as well as a comprehensive discussion with relevant research participants.The text also offers the opportunity for members and members of diverse groups who wish to have their own conversations about the issues at hand. The author has also selected selected individuals, such as professors, professors’ associations, school administration and community organizations to assist the book’s dissemination as a whole and, if necessary, as a part of a community conversation.The text is a collection of content, written in an organized way, from around thirty years of academic training and instruction. The content is of high quality and is consistent with the established guidelines for education in the United States, for general information about the curriculum, and for information and information on specific subjects.The “Culture in Information” has also been recognized as a critical journal. It is often referred to by scholars, academics, academics-in-training and academic journalists as a journal of high academic quality.The “Culture in Information” contains information, written in an organized narrative, of a culture which develops among many points in an established community of ideas. This “culture” develops at a global level within a framework of ideas and theories, and within communities, but within all societies in which people live, learn, work and do their jobs. It takes root in social and cultural environments and forms different categories for diverse individuals, groups and communities of all experience levels. The literature has been written and published in a wide variety of languages, and in many languages it has been translated into English, Spanish, Italian, German, Italian, Serbian, Hebrew, Chinese, Thai and other languages, and has been translated into various languages, with a wide variation in grammar, punctuation, structure, meaning and content.Some of the language-specific terms are familiar to all members of society, including journalists, university administrators, educators, civil societies, government officials, legal scholars, and experts in information, information technology and the general public. Some of the more specific and related terminology was used in relation to the “Culture in Information, including some definitions of how to understand concepts or concepts to which the idea of information applies or in which it is relevant.”For information on how to present the text for discussion, it is recommended that students and adults engage with the text with a careful comprehension of its content and what context it is contained in. The text will also be used in connection with discussions and other activities. A general discussion topic at hand-the “Culture in Information and the “Culture in Information: Teaching and Communication,” in the next chapter, will be taken into account, along with information on the contents of the paper, as it relates to topics and questions from general issues to specific topics and issues.The material in this volume is provided as an initial starter material for a curriculum development program. This foundation of
Culturally Literate [PDF]
The “Culturally Literate” text is a compilation of content from around thirty years of academic training and instruction. Content and a discussion of current research topics have been organized into an integrated vocabulary to include information on relevant issues, teaching and learning, as well as a comprehensive discussion with relevant research participants.The text also offers the opportunity for members and members of diverse groups who wish to have their own conversations about the issues at hand. The author has also selected selected individuals, such as professors, professors’ associations, school administration and community organizations to assist the book’s dissemination as a whole and, if necessary, as a part of a community conversation.The text is a collection of content, written in an organized way, from around thirty years of academic training and instruction. The content is of high quality and is consistent with the established guidelines for education in the United States, for general information about the curriculum, and for information and information on specific subjects.The “Culture in Information” has also been recognized as a critical journal. It is often referred to by scholars, academics, academics-in-training and academic journalists as a journal of high academic quality.The “Culture in Information” contains information, written in an organized narrative, of a culture which develops among many points in an established community of ideas. This “culture” develops at a global level within a framework of ideas and theories, and within communities, but within all societies in which people live, learn, work and do their jobs. It takes root in social and cultural environments and forms different categories for diverse individuals, groups and communities of all experience levels. The literature has been written and published in a wide variety of languages, and in many languages it has been translated into English, Spanish, Italian, German, Italian, Serbian, Hebrew, Chinese, Thai and other languages, and has been translated into various languages, with a wide variation in grammar, punctuation, structure, meaning and content.Some of the language-specific terms are familiar to all members of society, including journalists, university administrators, educators, civil societies, government officials, legal scholars, and experts in information, information technology and the general public. Some of the more specific and related terminology was used in relation to the “Culture in Information, including some definitions of how to understand concepts or concepts to which the idea of information applies or in which it is relevant.”For information on how to present the text for discussion, it is recommended that students and adults engage with the text with a careful comprehension of its content and what context it is contained in. The text will also be used in connection with discussions and other activities. A general discussion topic at hand-the “Culture in Information and the “Culture in Information: Teaching and Communication,” in the next chapter, will be taken into account, along with information on the contents of the paper, as it relates to topics and questions from general issues to specific topics and issues.The material in this volume is provided as an initial starter material for a curriculum development program. This foundation of
A participatory process should be used providing for the widest possible involvement of the professional staff and the community members.A successful process must therefore provide for:→ growth of the personnel;→ observable results of the instructional materials and methods;→ desirable type of security within the staff, pupils, and community;→ continuity of efforts.A functional organization and machinery must be developed* A democratic and functional organization for a curriculum program is desirable because:It is the most efficient method in the long run;It provides full opportunity for individuals and minority groups who often have important contributions to mark;It is likely to encourage and to utilize social invention;It insures group solidarity, growth for individuals and groups, and accomplishment.The program should be based on a geographic and administrative unit shallow enough to permit face-to-face contacts, with provisions for unnecessary coordination among small units.
A balance must be maintained between gradualism and rapidity.→ a curriculum development program must be a gradual process.→ Ideas dealing with mechanics, machinery, and material things will change for more rapidly but we can make no assumptions about changes in more subtle affairs.