Posner on the Curriculum Development System, and Issues and Problems of Nursing
Posner describes the common concepts around curriculum to include:
· Scope and sequence, or a series of intended learning outcomes., with the role of guiding both the instructional and evaluation decisions.
· Syllabus, or plan for an entire course, with elements of both the ends and means of the course.
· Content outline, which is sufficient only if the sole purpose of education is to transmit specific content.
· Textbook, or a guide to both the ends and means of education.
· Course of study, with the concept of a journey through the educational program.
· Planned experience, actually comprising all experiences planned by the school. (Posner, p. 5, 9)
Posner defines various levels of curriculum (Posner, p.10-12):
· The official curriculum, or written curriculum, gives the basic lesson plan to be followed, including objectives, sequence, and materials. This provides the basis for accountability.
· The operational curriculum is what is taught by the teacher, and how it is communicated. This includes what the teacher teaches in class and the learning outcomes for the student.
· The hidden curriculum includes the norms and values of the surrounding society. These are stronger and more durable than the first two, and may be in conflict with the them.
· The null curriculum consists of what is not taught. Consideration must be given to the reasons behind why things are not included in the official or operational curriculum.
· The extra curriculum is the planned experiences outside of the specific educational session.
Maria Harris is Visiting Professor of Religious Education at Fordham University and New York University, and is the Core Faculty of Auburn Theological Seminary in New York. Her publication that is used here is Fashion Me A People: Curriculum in the Church (Westminster/John Knox Press, 1989).
Harris refers to Acts 2:42, 44-47 as "first portrait of church curriculum we have, although the word "curriculum" is not used. In the description, Luke
· Scope and sequence, or a series of intended learning outcomes., with the role of guiding both the instructional and evaluation decisions.
· Syllabus, or plan for an entire course, with elements of both the ends and means of the course.
· Content outline, which is sufficient only if the sole purpose of education is to transmit specific content.
· Textbook, or a guide to both the ends and means of education.
· Course of study, with the concept of a journey through the educational program.
· Planned experience, actually comprising all experiences planned by the school. (Posner, p. 5, 9)
Posner defines various levels of curriculum (Posner, p.10-12):
· The official curriculum, or written curriculum, gives the basic lesson plan to be followed, including objectives, sequence, and materials. This provides the basis for accountability.
· The operational curriculum is what is taught by the teacher, and how it is communicated. This includes what the teacher teaches in class and the learning outcomes for the student.
· The hidden curriculum includes the norms and values of the surrounding society. These are stronger and more durable than the first two, and may be in conflict with the them.
· The null curriculum consists of what is not taught. Consideration must be given to the reasons behind why things are not included in the official or operational curriculum.
· The extra curriculum is the planned experiences outside of the specific educational session.
Maria Harris is Visiting Professor of Religious Education at Fordham University and New York University, and is the Core Faculty of Auburn Theological Seminary in New York. Her publication that is used here is Fashion Me A People: Curriculum in the Church (Westminster/John Knox Press, 1989).
Harris refers to Acts 2:42, 44-47 as "first portrait of church curriculum we have, although the word "curriculum" is not used. In the description, Luke