Curriculum Planning History
GCU EDA 561
March 11, 2015
Curriculum Planning History has several historical or political occurrences that have mostly influenced current curriculum design through various teaching styles and patterns. Educational communities shape and mold our society and society in turn impacts the curriculum. Majority of all stakeholders speak openly concerning their views today in hopes to persuade legislatures and school officials about decisions going forth or changing within school systems. In the last 10 years some of the most dramatically changes within curriculum in the schools has resulted due to the increasing number of US youth in school, the diversity of the US population, traditional classroom setting activities, increase in pre-kindergarten students beginning school, the likelihood of diminishing smaller schools, minimizing teacher/pupil ratios at a slow pace, technological future: and the future becoming technology, and who is left to teach becomes a critical question. The ELL laws and SIOP have impacted our educational communities’ curriculum development in both negative and positive ways. For example, some of the benefits of SIOP for non-ELL teachers are dramatic increase awareness in professional-development programs on how to teach English-language learners as a plus in the implementation of the law. Nevertheless, the No Child Left Behind Act could be thought of as a disadvantage more than a benefit to English-language learners, this belief is one of the few researchers who have studied the impact that the law has had on instruction. I personally believe in the NCLB Act and I was very much an advocate for the Act when it initially became effective. Also we must acknowledge the “gifted education” movement and how it identifies with the initial curriculum development both negatively and positively from its first implementations of similar development and specifications. Most Influential Historical/Political Occurrences
The melting pot approach has interested educators in the integration of diversity. The melting pot approach was adopted in the 60s and 70s, soon quickly becoming known nationwide in the United States at the same time interacting with similar subjects of various cultural, ethnic and religious backgrounds. Metaphoric speaking contents of the pot--people of different cultures, languages and religions are combined so as to lose their distinct identities resulting in a final product that is quite interesting but nothing like the normal consistency at start. Resulting in more multicultural, multiethnic and multi-religious societies it is important that curriculum understands and reflect these changes. As stated by Ornstein and Hunkins (1998), “the complexion of our students is changing from one colour to various shades of colour and this adding of colour and cultural diversity will continue into the foreseeable future” (p.146). As we continue to research our influential historical and political occurrences we take notice of the world changing into a global village. Society becoming even more diverse as people brings new values and new languages to assist in establishing a new way of life. Then there is the salad bowl approach where diversity is personified individually but all uniquely at the same time. In other words, take for instance the makeup of a salad where all ingredients (diverse backgrounds) maintain their own specific flavors. The salad bowl approach is better representation than the melting pot approach. It is politically correct to assume that Cultural diversity of pluralism demonstrates how most societal beliefs are made up of several voices and various races. This outline allows groups to show good manners and appreciation of each other; coexisting and interacting without issues. Society members usually more committed than not in participating and sharing the lead of...
References: Ornstein, A. and Hunkins, F. Curriculum: Foundations, principle and issues. (1998). Boston, MA: Allyn & Bacon. Chapter 5: Social foundations of curriculum.
Passow, A. H. (1986). Curriculum for the gifted and talented at the secondary level.
Gifted Child Quarterly, 30, 186-191. [See Vol. 4, p. 103.]
Stevenson, K. R., (September 2010). Educational Trends Shaping School Planning, Design, Construction, Funding, and Operation., National Clearing House For Educational Facilities www.files.eric.ed.gov/fulltext/ED539457.pdf
Topic 3: Social Foundations of Curriculum peoplelearn.homestead.com/beduc/module_3.social.history.doc
VanTassel-Baska, J., Zuo, L., Avery, L. D., & Little, C. A. (2002). A curriculum study of gifted-student learning in the language arts. Gifted Child Quarterly, 46(1), 30-44. [See Vol. 5.]
VanTassel-Baska, J., (2003). Introduction to Curriculum for Gifted and Talented Students: A 25-Year Retrospective and Prospective. The College of William and Mary.
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