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Graduate School of Education Curriculum & Instruction – 15:310:500 Spring 2010: Wednesdays 4:50 PM – 7:30 PM **
 * Rutgers, The State University of New Jersey

** Instructor ** : Thomas W. Tramaglini, Ed.D.   (732) 761-2135 (Office) (732) 713-4899 (Cell) T2Education@gmail.com ttram@freeholdboro.k12.nj.us http://rucisp2009.wikispaces.com/

Tanner, D., & Tanner, L. (2007). //Curriculum development: Theory into practice (Fourth Edition).// Upper Saddle River, NJ: Pearson.
 * Required Texts: **

Other readings as assigned

**1.20:** Course Introduction and Overview. Course Problem; Curriculum: What is it? Bases of Curriculum; How do the Bases of Curriculum (BOC) impact curriculum development and delivery? How can the Bases be used to improve curriculum and instruction? Introduction to Cardinal Principles of Secondary Education (CPSE) Identify BOC in Current Educational Environments //Pre-Assessment//: What is the significance of curriculum in a school/district? And how might you assess a curriculum when taking a position which requires curriculum leadership?
 * Coursework: **
 * [Homework//: Read and Finish CP of SE & Identify the Bases of Curriculum in the Cardinal Principles of 1918. Be prepared to engage in a thorough discussion.// Bring in a curriculum document from either you school district or another school district] **

**1.27:** Cardinal Principles of Secondary Education. Relate the Bases of Curriculum to the Cardinal Principles//. What aspects of the Cardinal Principles can be found in schools? What aspects are missing in state and national education policy, and in your opinion, should be present? Why? What are some programs or reforms touted as “out of the box, new, or cutting edge” that have their routes in the Cardinal Principles? Begin unpacking curriculum documents and courses.// Review curriculum document. =2.3:  //Adventure in Education: The Story of the Eight Year Study Chapter 1 - 3.// What parallels should be drawn between the Cardinal Principles and the Eight Year Study (Bases of Curriculum, etc.)? = = = =//[Homework: Complete Adventure in Education: The Story of the Eight Year Study –] [__Take Home Assessment__: How can we use outcomes, recommendations, and major findings to improve education? If the authors published the Eight Year Study and the CP of SE in 2008, what could we synthesize from the reports to improve the education experiences of students? Synthesize a 2 page, double spaced response]// = = = =2.10 //: // Elements of curriculum documents. What do curriculum documents entail? How do the properties of curriculum documents adhere to the bases of curriculum/EYS? Current trends in curriculum documents; Big Ideas and Essential Questions; Focus on final project development =
 * [Homework: //Adventure in Education: The Story of the Eight Year Study –// **[|www.8yearstudy.org]** //Chapters 1-3//. What parallels should be drawn between the Cardinal Principles and the Eight Year Study (Bases of Curriculum, etc.)] **


 * Demonstration Task Distributed; Read Goddard, Hoy & Woolfolk-Hoy (2000)**
 * 2.17:** Curriculum Philosophy: How does philosophy influence curriculum and instruction? Philosophy development exercise. The Curriculum Development Process as a System. Collective efficacy and curriculum development; Relate Goddard et al. (2000) to EYS
 * Read Tanner Chapter 9**
 * 2.24:** (Tanner 9) Progressivist and Experimentalist Philosophy in depth. Models for Instruction. What are the weaknesses? Other studies that support progressivism. If the authors published the Eight Year Study in 2010, how could it influence curriculum and instruction at your school, state level, and national level? What philosophical messages are present in the Eight Year Study? How was philosophy operationalized in the 30 schools?
 * [Homework: Tanner Chapters 1 & 2 Chapter 1 – be ready to discuss monitorial instruction and identify the lingering impacts; impacts of Pestalozzi-object teaching, Herbert, Hunter, Froebel. Chapter 2 - Summarize the progressive education movement, Legacy of Parker, and the significance of the Committees of 10 and 15/Impact on curriculum]**
 * 3.3:** Standards? What the research says - Industrial Model of School: Identify aspects of the industrial model in “modern” schooling. What are the aspects of the progressivist and experimentalist philosophies that could allow educators to meet today’s challenges and soften the industrial model? Data Driven Curriculum and Instruction.
 * [Homework: (Macro-curriculum). Chapter 10 Alternative approaches to curriculum organization. //Demonstration Task Due]//**
 * 3.10:** Where do we start? Program of Curriculum Development. Given the Cardinal Principles, Eight-Year Study, and Progressivist philosophy, what should a program of curriculum development include? Review Macro-Curriculum.
 * [Homework: Chapter 3 – be ready to discuss the meaning of Thorndike’s study of Mental Discipline, Scientism, the impact of Stanley Hall on the field of curriculum making, Democracy in Education and the revolution in secondary education. Chapter 4 – pages 75-79, 81-83, & 91-94: be ready to discuss the importance of the Harap Committee, Units of Work, the Lincoln School, Curriculum integration at the high school, the impact of the Winnetka Plan, and the decline of experimentalism.]**
 * 3.17:** Spring Break
 * 3.24:** Where do we start with curriculum writing? What is vertical articulation and horizontal coordination and how does it impact curriculum design and delivery? Curriculum Mapping and writing (transformed). Professional Development to support and enhance curriculum and instruction;
 * (//Homework: Chapter 5-6 What is the curriculum paradigm?)//**
 * 3.31:** What is the curriculum paradigm? How can your understanding of the paradigm affect the way you lead curriculum development and instruction? What is its utility? **//(Up to 2 pages, double-spaced)// [Homework, Chapter 11: Be ready to discuss structures for curriculum (e.g. broad fields, lamination, fused subjects) and the potential influence each structure can have on learning.**
 * 4.7:** What influences student learning? Proximal and distal influences (Wang, Haertal, & Walberg, 1993); Curriculum Paradigm and overcoming curricular extremism. How can the structure of the curriculum influence learning?
 * [Homework: Chapter 12: Read pages 279-301. Be ready to discuss proposals for reform through the lens of the Curriculum Paradigm?]**
 * 4.14 :** The structure of curriculum; what drives curriculum development from within the school community; Project Development
 * 4.21:** Big Ideas and Essential Questions – One way to organize curriculum. Project Development
 * [Homework: Finish Chapter 12 and read 331-338 “The Great Myths” and read Chapter 14 346-360; 376-379.]** Project Development: Reconstruct your understandings.
 * 4.28:** **Presentations**
 * 5.5: Final Class; Reflections**
 * NOTE: There will be additional readings assigned as the course progresses.**

Students will be expected to: a) Participate in class discussions, synthesize information, and provide insightful commentary based on readings, lectures, and practical experiences, b) submit two mini-papers on time, c) work in small groups to create and deliver a presentation on curriculum writing and, and d) complete **__all__** readings and written homework assignments on time. There is not a mechanism available for handing in assignments late. Late assignments penalized. - Identify four major curriculum philosophies and evaluate the strengths and weaknesses of each **(1.1, 2.13, 2.19, 5.5)** - Evaluate the impact of philosophy on curriculum development and delivery **(1.1, 2.13, 2.19)** - Analyze and evaluate the Industrial model of school and develop practical alternatives **(3.1, 4.1, 5.5, 6.7)** - Evaluate the impact of social forces, nature of the learning, nature of knowledge, and theories of human development on curriculum design and delivery **(2.1, 2.2, 4.1, 6.7)** - Evaluate a curriculum and provide cogent commentary and suggestions for improvement **(2.4)** - Identify the principles of a comprehensive assessment system and develop a model assessment strategy for a grade band **(2.6)** - Synthesize the cognitive science research related to instructional delivery models **(2.2, 2.5, 2.12, 2.13, 2.14, 3.16)** - Develop a practical, research-based process for curriculum writing **(2.4, 2.32, 2.33, 3.13, 5.5)** - Exhibit leadership and organizational skills while working in a cooperative group situation **(1.15, 1.16, 3.32)**
 * Course Requirements:**
 * Knowledge Objectives:** TLWBT –

NJPSTSL Standards Assessed: (1.1,15, 16) (2.1,2,4-6,.9,12-14,16,19,21,32,33) (3.1,13,32) (4.1) (5.5) (6.7)


 * Grading:**

Homework papers/Take home assessments – 20 points possible 2 Assignments Total Group Presentation 40 points possible* Demonstration Task 20 points possible Participation/Attendance/Willingness 20 points possible to embrace new positions when presented with new knowledge/Synthesis of readings/Depth of answers.
 * (poor attendance will negatively affect final grade)**
 * (minimum of 2pts off final grade for each class missed)**
 * (late papers penalized ½ grade: A to B+, etc.)**

//*20 points for actual presentation and 20 points for individual contribution//


 * Recommended Readings**

Achilles, C.M. (1986, Nov.). //New perspectives on change and the change process: Teaching and learning as viewed through communication elements and change processes.// Mimeo. Paper presented to Administrators and Supervisors Council, Milwaukee, WI. Au, W. (2007). High-stakes testing and curriculum control: A qualitative metasynthesis. //Educational Researcher. 36//(5), 258-267. Bloom, B.S. (1976). //Human characteristics and school learning.// New York: McGraw Hill. Bloom, B.S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. //Educational Researcher,13//(6). p.4-16.

Carson, C.C., Huelskomp, R. M., & Woodall, T. D. (1991, May 10). __Perspectives on Education__ __in America__. Annotated briefing. Third draft., Albuquerque, NM: Sandia National Laboratories. Committee on Testing and Basic Skills, (1977). //Improving educational achievement.// Washington, DC: National Academy of Education. Conant, J. B. (1959). //The American high school today//. New York, NY: McGraw-Hill ( Conant, J. B. (1967). //Comprehensive high school: A second report to interested citizens// (J. 1967, Trans.). New York: McGraw-Hill Companies, The. Deming, W.E. (1982). Out of the crisis. MIT:MA. Deming, W.E. (1994). The new economics. MIT:MA. Dewey, J. (1900, 1902, 1992). //The child and the curriculum / The school and society//. Chicago: Chicago University Press. Goddard, R.D., Hoy, W.K., Woolfolk-Hoy, A. (2000). Collective teacher efficiacy: Its meaning, measure, and impact on student achievement. //American Education Research Journal, 37//(2), 479-507. Goodlad, J.I. (2004). A place called school. New York: McGraw Hill. Harvard Committee Report. (1945). General Education in a Free Society. Cambridge, Massachusetts: Harvard University Press. National Commission on Excellence in Education. (1983). //A nation at risk.// Washington, DC: U.S. Department of Education. Rogers, E.M. (1962). //Diffusion of innovations.// New York: The Free Press. Tanner, D. & Tanner L. (1995). //Curriculum development: Theory into practice//. Englewood Cliffs, NJ: Prentice Hall. Tyler, R.W. (1949; 1969). //Basic principles of curriculum and instruction.// Chicago, IL: University of Chicago Press. U.S. Department of Education. (1991). //America 2000//. Washington, DC: USDOE. Wang, M.C., Haertel, G.D., & Walberg, H.J. (1993). Toward a knowledge base for school learning. //Review of Educational Research, 63//(3), 249-294.