DEPARTMENT: ECE COURSE NUMBER: EDU 633 CREDIT HOURS: 3

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1 Murray State University COURSE SYLLABUS Revised Fall 2008 DEPARTMENT: ECE COURSE NUMBER: EDU 633 CREDIT HOURS: 3 I. TITLE: Curriculum Development II. III. IV. COURSE DESCRIPTION: A comprehensive analysis of the process of curriculum development. It includes examination of the theoretical dimensions of curriculum development. The process includes consideration of the bases of curriculum, aims and objectives of schools, planning instruction, and curriculum evaluation. PURPOSE: The purpose of this course is to provide an in-depth examination of the theories and strategies involved in curriculum development. Principles of curriculum development, approaches to the curriculum development process, documents resulting from curriculum development efforts as well as issues and practices involved in curriculum development will be examined. COURSE OBJECTIVES: Class activities will be centered on the attainment of the course objectives listed below. These objectives are understood to be reflective of, but not limited to those behaviors advocated by the Kentucky Education Reform Act guidelines. Following each objective, and enclosed in parentheses, are numbers which reference the Kentucky Teacher Standards for Preparation and Certification (KTS) addressed by that objective. Upon successful completion of this class, students will: A. Discuss various historical, philosophical or sociological positions relating to the school curriculum as espoused by leading authorities in curriculum development. (KTS #1) B. Discuss relationships that exist between learner growth and development and the school curriculum. (KTS #3) C. Use existing and/or develop new curriculum design models appropriate for use within a specific school setting. (KTS #2) D. Use existing design evaluation processes appropriate for evaluating components of the school curriculum. (KTS #5, 7) E. Describe ways in which teacher s editions, curriculum guides, scope and sequence materials, instructional units and other work-related materials can be used optimally. (KTS #2, 3, 4, 10) F. Develop a professional development activity that links theory to practice. (KTS #7, 9, 10) G. Examine the functions of curriculum development as related to the six curriculum goals, site-based management, performance-based instruction and assessment, and the non-graded primary school components of the Kentucky Education Reform Act of (KTS #1)

2 The Professional Growth Project addresses KTS #9 for continuous assessment in the Graduate teacher programs. The COE Theme of Educator as Reflective Decision-Maker is addressed in this course by requiring students to reflect upon their existing curriculum, identify perceived areas of deficit, and describe how they could address the deficits. The EPSB Themes of Diversity and Closing the Achievement Gap are major themes explored in the course through various chapters within the text. V. CONTENT OUTLINE: A. Orientation to Curriculum B. Concepts, Theories and Models C. Designing and Organizing Curricula D. Aims, Goals, and Objectives E. Selecting Content and Activities F. Implementing a Curriculum Change G. Evaluating the Curriculum H. Planning and Converting the Curriculum into Instruction I. Developing Teaching-Learning Units VI. INSTRUCTIONAL ACTIVITIES: Please note: course activities and grading procedures may vary by instructor. The * item is assigned by all EDU 633 instructors. On-Site Section: A. Lecture/Discussions/Simulations/Presentations B. Reflection Journal C. Professional Growth Project * D. Midterm and Final Exam Successful participation in each class session will depend upon meaningful preparation (e.g., reading of assignments. Students will be expected to exhibit the COE dispositions of tolerance, responsibility, enthusiasm, caring, confidence, and ethical behavior during team activities/small-group activities. Online Section: Through the completion of a series of weekly tasks, students will gain the knowledge of curriculum design necessary to complete comprehensive exams and serve as change agents in their educational settings. Students will actively participate in reading, reflection, and research. A professional growth project is integrated into the existing tasks. Students will be expected to exhibit the COE student dispositions (tolerance, responsibility, enthusiasm, caring, confidence, and ethical behavior) during their team activities and small/large group discussions.

3 Professional Growth Project To continue to be an effective educator who meets students needs and the ever-changing needs of society, teachers need to be action-researchers. Therefore, students will be creating professional growth projects focusing upon curriculum trends and issues. These projects will give students an opportunity to tie theory to practice. Projects will be shared with classmates. Students will choose ONE of these activities: 1. Read and review four current journal articles related to a curriculum issue or trend. For each article, write a bibliographical citation, a 1-2 page summary, a reaction to the article content, and how the information can be applied to an educational setting. Use The Publication Manual of the American Psychological Association or The Chicago Manual of Style as the guiding reference for your work. 2. Attend a conference or meeting related to curriculum trends or issues. Write a 4-8 page summary highlighting major points/findings. This conference or meeting CANNOT be a work-required activity. Students must document that they attended the conference or meeting for at least 3 hours. 3. Write a 5-10 page first-person position paper focusing upon a curriculum trend or issue. This should be written in APA-style. Use at least 5 references, three of which must be formal journal articles or book chapters. The position taken should be supported by the references, leading to specific professional applications. Use The Publication Manual of the American Psychological Association or The Chicago Manual of Style as the guiding reference for your work. VII. VIII. IX. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES: NONE. Graduate students are expected to draw upon their experiences when reading, studying, and participating in all activities and projects. Furthermore, the expectation is that all selected activities and projects will be relevant to their field or professional practice. RESOURCES: This course utilizes textbook, journals, periodicals, Internet, Kentucky education documents, and any other materials suggested in activities. GRADING PROCEDURES Please note: course activities and grading procedures may vary by instructor. The * item is taught by all EDU 633 instructors. On-site Section s Assignments: Reflection Journal: 50 points Midterm Exam: 50 points Professional Growth Project:* 100 points Final Exam (take home): 100 points Online Section s Assignments: Weekly Tasks Professional Growth Project*

4 Grading Scale: % A % B % C % D 0-59 % E X. ATTENDANCE POLICY: This course adheres to the policy stated in the current MSU Graduate Bulletin. On-site Section: All absences are recorded in this class. Attendance is a significant part of the class. Please contact the instructor if you will be missing a class meeting. A reduction of one grade may occur if there are more than two classes missed during the semester. Students will be encouraged to withdraw from the class if there are more than three absences. This course adheres to the policy published in the current MSU Graduate Bulletin. Online Section: Attendance is defined as timely contact with the professor and other class members. Timely submission of assignments and maintaining contact with the professor and team members are a significant part of the class, and a reduction in grade will occur through late work and/or lapses in contact. XI. XII. XIII. XIV. ACADEMIC HONESTY: This course adheres to the policy stated in the current MSU Graduate Bulletin. All work during evaluations, on papers or other academic activities must be the student's own work. Cheating, plagiarism or other academic dishonesty is clearly a violation of academic standards and university policy. TEXT AND REFERENCES: Henson, K. T. (2006). Curriculum planning: Integrating multiculturalism, constructivism, and education reform (3rd ed.). Long Grove, IL: Waveland Press. PREREQUISITES: None STATEMENT OF AFFIRMATIVE ACTION AND EQUAL OPPORTUNITY: Murray State University does not discriminate on grounds of race, color, gender, sexual orientation, religion, national origin, age, disability, or veteran's status in providing any educational or other benefits services of Murray State University to students or those applying for admission at Murray State University. Murray State University attempts to provide equal opportunity in all areas of student admissions, financial aid, employment,

5 and placement and provides, upon request, reasonable accommodation including auxiliary aids and services necessary to afford individuals with disabilities an equal opportunity to participate in all programs and activities. For information regarding nondiscrimination policies contact the Office of Equal Opportunity,

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