Curriculum Theory

What is a Theory?
The thinking that occurs within a discipline,
or a coherent group of tested general
propositions, commonly regarded as
correct, that can be used as principles of
explanation and prediction for a class of
phenomena: Einstein's theory of relativity.
Synonyms: principle, law, doctrine.
 George Beauchamp
Sources of Theories
• Humanities

• Natural Sciences

• Social Sciences
 Functions of a Theory
A. Description

• Provides a narrative classification of

knowledge in a particular discipline

• Interprets the complex activities of a

discipline
 Functions of a Theory
B. Prediction

can predict the occurrence of as yet

unobserved events on the basis of
explanatory principles imbedded within it
 Functions of a Theory
C. Explanation

addresses the “why” question - not only

points out the relationship between
phenomena but suggest the reasons for the
relationships
 Functions of a Theory
D. Explanation

serves as a guide - helps researchers

choose data for analysis - theory
generated guides further investigation
 Curriculum Theory
Early Theory
Franklin Bobbitt’s The Curriculum (1918)
as the starting point of theorizing in
curriculum
Emphasized “looking for truth in
curriculum”
 Early Theory
Harold Rugg
NSSE forums to discuss pertinent ideas of
curriculum design (1926)
NSSE Yearbook (1927) acknowledged
fundamental differences in the curriculum
field & searched for new bases of
professional commonality
 Early Theory
John Dewey

tried to show the relationship between schools

and society
linked knowledge in the curriculum to human
experiences
attempted to test curriculum theory in the
schools
 Early Theory

Most curricularists who dominated the 20’s

& 30’s were child-centered and were not
interested in formulating theory
 Mid-Century (1940-1970)
Mauritz Johnson
presented a model not a theory
distinguished between curriculum plan and
process of plan
discussed differences between curriculum,
instruction & teacher behavior
 Mid-Century (1940-1970)
Ralph Tyler (1949)
emphasis on behavioral/learner objectives
sources of curriculum:
learners
subject specialists
contemporary life
psychology
philosophy
 Mid-Century (1940-1970)
James B. MacDonald
pointed out major components of schooling:
curriculum, instruction, teaching & learning
and the interactions of these components.

later opposed the behavioristic approach to

curriculum
 Current Curriculum Era
Michael Apple, Elliot Eisner, William Pinar

addressing place of schools in our society;

preparing students for an unknown future
relevance of student needs
 Theoretical Camps
Traditionalists
more concerned with practical matters than with
theory - interested in curriculum planning &
implementation

tend to be behaviorists

educational practice is science not an art

 Theoretical Camps
Conceptual Empiricists
often in social science and view primary mission
as engaging in research that will be theory
producing

question why teachers are teaching what they are

teaching and why they have arranged the content
in the ways they have
 Theoretical Camps
Reconstructionists or Reconceptualists

Focus on the individual - who controls the

schools? - what is the purpose of schooling?

How do we liberate schools from the political &

economic establishment?
Aims, Goals & Objectives
Education must be purposeful -
It must have a direction

Most General = Aims

Most Specific = Objectives
 Aims, Goals & Objectives

Aims - General Statements that provide

both shape and direction to the more
specific actions of the curriculum

“building worldmindedness”
 Aims, Goals & Objectives
Ralph Tyler
1. Developing self-realization
2. Making individuals literate, encouraging
social mobility
3. Providing skills & understanding necessary
for productive employment
4. Furnishing tools requisite for making effective
choices
5. Furnishing tools necessary for continued
learning
 Sources of Aims
Herbert Spencer’s Report (1859)
“What knowledge is of most worthy?”
1. Direct self-preservation
2. Indirect self-preservation
3. Parenthood
4. Citizenship
5. Leisure activities
 Sources of Aims
Cardinal Principles - NEA (1918)
1. Health
2. Command of Fundamental Processes
3. Worthy Home Membership
4. Vocational Education
5. Civic Education
6. Worthy use of Leasure
7. Ethical Character
 Sources of Aims
NEA Educational Policies Commission (1944)
Saleable skills
Good health & physical fitness
Rights and duties of citizens
Understanding significance of family
Knowledge of how to purchase goods
Understanding methods of science
 Sources of Aims
Development of capacities to appreciate
beauty in art, literature & music
Use of leisure time
Respect for other persons
Ability to think rationally

NEA Educational Policies Commission (1961)

After Sputnik - stressed intellectual excellence &
thinking capacities
 Sources of Aims
Nation at Risk (1983)
Focused on need for higher standards &
expectations by having more rigorous
standards

Concern with excellence reflects changing

“aims” of education
 No Child Left Behind (2001)
• High Stakes Testing

• Emphasis on Content

• Closing Achievement Gap

• Annual Yearly Progress

 Goals of Education
Goals are statements of purpose
Goals are specific statements designed as guidelines
to achieve particular purpose

“Students will become aware of the various nations

of the world and the roles they play in a world
community.”
 Objectives
Objectives indicate in more specific terms the
outcomes of the curriculum

Behavioral Objectives - objectives stated precisely

will improve the quality of teaching and learning

A meaningful objective must be measurable

 Objectives

“Students will be able to describe the

countries on the Asian continent and be able
to provide five examples of products these
countries export to the United States.”
 Objectives
Robert Mager
Objectives must describe 1) behavior of
learner; 2) conditions; 3) proficiency level

Biggest advantage is the clarity of

communication they foster