CURRICULUM DEVELOPMENT

Topics: Education, Curriculum, School Pages: 7 (993 words) Published: January 22, 2015

ATENEO DE DAVAO UNIVERSITY
GRADUATE SCHOOL
Master of Arts in Education
Major in Educational Administration

Curriculum in Development
(Book Review)

In Partial fulfillment of the requirements in
EDUC 111 CURRICULUM DEVELOPMENT

Prepared for:

DR. NILDA J. GINETE

Prepared by:

Annie Jean Mae R. Camino
December 6, 2014

CURRICULUM IN DEVELOPMENT
Annette Thijs & Jan ven den Akker
2009

SUMMARY

Curriculum in development discusses basic concepts in curriculum development and presents useful frames of thinking and strategies. This also refers to both the dynamic discussions that continuously take place across a wide range of curricular issues and the evolutionary thinking about concepts and approaches in curriculum development. Changes in society constantly demand new knowledge and skills and require the continuous development of our educational system. This book focuses on the following questions: How do processes of curriculum of curriculum development evolve? What actually is curriculum? And how to ensure the quality of curricular products? This book also provide the teachers, educators, policy makers and other parties involved in educational development with a clear and concise introduction into the tricks of the trade of curriculum development.

CHAPTER 1
CURRICULUM AND CURRICULUM DEVELOPMENT

The very short definition of curriculum as “a plan for learning”, used by the American Hilda Taba in 1962 is reflected by related terms in many languages, including the classical Dutch term leerplan which permits all sort of elaboration for specific curricular levels, contexts and representations. A first, extremely useful, distinction appears to be a specification of the level of curriculum and curriculum development namely: SUPRA, MACRO, MESO, MICRO, NANO. A second, clarifying distinction concerns the different forms in which curricula can be represented in the following three levels: intended, implemented and attained. The core and the ninethreads of the so-called Spider Web refers to the ten parts of the curriculum, each concerning an aspect of learning and the learning programme for learners. The components: Rationale, Aims and Objectives, Content, Learning Activities, Teacher Role, Materials and Resources, Grouping, Location, Time and Assessment are basis for curriculum design and innovation. Curriculum Development is focused on the improvement and innovation of education. During this process, desires and ideals are incorporated in a cyclic process of design, implementation, and evaluation to achieve concrete results in practice.

CHAPTER 2
CURRICULUM DEVELOPMENT AT DIFFERENT LEVELS

This chapter describes the processes of curriculum development at three levels within the educational system: national level (macro), school level (meso), and pupil level (micro).
Curriculum development at macro level focuses on the development of generic curricular frameworks. An important challenge in the development of these frameworks is to meet with the great diversity of societal demands on education.

Schools build on synergy between curriculum development, teacher development and school organization development. For curriculum innovation to be successful, it is important that the school’s innovation ambitions are in line with the teachers’ commitment and their willingness to change, the abilities of the different teams, the culture and the infrastructure of the school.

Curricular products that are developed at micro level include lesson materials and resources. For teachers who strive to put the innovation into practice, lesson materials that are exemplary are important carriers of the intended innovation.

CHAPTER 3
QUALITY OF THE CURRICULUM

The quality of education is often subject for debate. There are different ways in which people assess the quality of curriculum: relevance, consistency, practicality and effectiveness. The quality criteria more or less build on...

References: Akker, J. van den (2003). Curriculum perspectives: An introduction. In J. van den Akker, W. Kuiper & U. Hameyer (Eds.), Curriculum landscapes and trends (pp. 1-10). Dordrecht: Kluwer Academic Publishers.
Akker, J. van den (2006). Curriculum development reinvented. In J. Letschert (Ed.), Curriculum development re-invented. Proceedings of the invitational conference on the occasion of 30 years SLO 1975-2005 (pp. 16-29). Enschede: SLO.
Akker, J. van den (2009). Curriculum design research. In Tj. Plomp & N. Nieveen (Eds.), An introduction to educational design research (pp. 37-51). Enschede: SLO
Akker, J. van den, & Kuiper, W. (2007). Research on models for instructional design. In J.M. Spector, M.D. Merrill, J. van Merrienboer, & M.P. Driscoll (Eds.), Handbook of research for educational communications and technology (pp.739-748). New York: Lawrence Erlbaum Associates.
Ball, D.L., & Cohen, D.K. (1996). Reform by the book: What is - or might be – the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25 (9), 6-8.
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