GR5002 Contemporary Approaches in School Curriculum Evaluation

Session 2Development of Curriculum Theory

المنهج نظرية تطوير

UNIVERSITY OF BAHRAINBAHRAIN TEACHERS COLLEGE

CONTINUOUS PROFESSIONAL DEVELOPMENT

اهج؟التطور التاريخيِّ للمنما /1ما أهمية التخصصات للمدرسين؟ /2

ر. عللاعتمد المنهج على البحوث التجريبية واألكاديمية والمعايي /3 .لتعليم يكون مقصوراً على من يستفيد منهاناقش3 /4 .

تطوير المناهج هو بالضرورة حل للمشكالت على المستوى /5 . أتوافق أم ال. علل المحليِّ

.مسؤولية تصميم المناهج هي للموجهين فقط. وضح رأيك /6

ما هي األغراض التعليمية ينبغي أن تسعى المدرسة إلى /7تحقيقها؟

ما مصادر أهداف التعلم؟ /8.يجب أن يكون المنهج متماسكاً ومترابطاً. علل /9

.قضايا المناهج تحتاج الختبار من خالل البحوث التجريبية. علل /10.فشل إصالح المناهج إلالم ترده /11

.قارن بين المنهج القديم والمنهج الحديث وعالقته بالمجتمع /12

Historical Development of Curriculum Theory

1880’s & 1890’s – The need to develop productive citizens Public Education

Committee of 10 – Established the Primary/ Secondary System

John Dewey – Focus on the student, not the content matter

1920’s – Concept of standardizing curriculum 1940’s – “Scientific Curriculum Management”

(Ralph Tyler) - Focus on the local school للمناهج التاريخيِّ التطور

Historical Development of Curriculum Theory 1950’ & 1960’s –Curriculum based on empirical

research (psychology and sociology) Focus on “experts” and “packaged” (“Teacher

Proof”) curriculum – teachers required to have academic majors regardless of area taught

للمدرسين وأهميتها التخصصات 1970’s & 1980’s – Reconceptualist challenge 1990’s – Move towards “standards” and a “standards-

based” curriculum واألكاديمية التجريبية البحوث على المنهج اعتمد

والمعايير

Two Views of Schooling Elitist – Education is a privilege that should be reserved for

those who can earn and benefit from it (Traditional European & Asian view)

منه ا يستفيد من على ً مقصورا يكون لتعليم Focus on identifying those who are deserving and removing

those who are not – emphasis on high quality learning for an elite على غيرهم التركيز وإهمال النخبة تحديد

Egalitarian – Education is a right and everyone should be given opportunities for learning (Traditional US view) : التع)ليم المساواة

للجميع حق Focus on providing universal education – tendency for less

rigor to meet all needs - ميل للجميع التعليم توفير على التركيزاالحتياجات جميع لتلبية صرامة أقل

Traditionalist Approachالتقليدية الطريقة

Ralph TylerHilda TabaTanner & Tanner

Ralph Tyler’s Approach – 1949

Curriculum development is essentially problem solving at the local level المستوى على للمشكالت حل بالضرورة هو المناهج تطويرالمحليِّ

Focus on local (district or school) issues / على في التركيزالمحلية المشكالت

Curriculum management should be practical, not theoretical نظرية وليست عملية المنهج إدارة تكون أن ينبغي

Curriculum management should be the responsibility of school administrators and teachers مسؤولية المناهج إدارة تكون أن وينبغي

والمعلمين المدارس مديري Teachers need to be more competent in teaching ability than in

content matter التدريس في للكفاءة بحاجة المعلمون

Tyler’s Four Fundamental Questions (1949) 1. What educational purposes should the school seek to

attain? المدرسة تسعى أن ينبغي التعليمية األغراض هي ماتحقيقها؟ إلى

2. What educational experiences can be provided that are likely to attain these purposes? الخبرات هي ما

األغراض؟ هذه تحقق أن المحتمل من التي التعليمية3. How can these educational experiences be effectively

organized? التعليمية الخبرات هذه تنظيم يمكن كيففعال؟ بشكل

4. How can we determine whether these purposes are being attained? هذه كانت ما إذا تحديد يمكننا كيف

ال؟ أم تحققت قد األغراض

Sources of Learning Objectivesالتعلم أهداف مصادر

Focus on Learners – identify knowledge and skills students need على التركيز

المعارف - حاجة تحديد المتعلمينللطالب والمهارات

Consider current life outside school – identify essential knowledge and skills that are transferable to daily living

Focus on what a subject can contribute to life after schooling

Conceptual-Empiricist Approach النهج

التجريبي- المفاهيمي

George BeauchampJoseph SchwabBasil Bernstein

Basic Concepts مفاهيمأساسية

Focus should be on learning process not the product Curriculum must be supported by empirical research Curriculum must be both cohesive and coherent Curriculum should be the responsibility of experts, not teachers Curriculum evaluation and development should develop

“teacher proof” materials المعلم دليل Teachers must be subject specialists to provide the product

(content and skills that are learned) التجريبية البحوث من مدعومة تكون أن يجب المناهج ً ومترابطا متماسكاً المنهج يكون أن يجب والمهارات المحتوى في متخصصاً يكون أن يجب المعلم

Curriculum Management (Beauchamp)

The technical language of education needs to be clearly defined واضح تعريف إلى التعليم مصطلحات تحتاج

Curriculum issues need to be examined through empirical research التجريبية البحوث خالل من الختبار تحتاج المناهج قضايا

The basic curriculum questions are: What should be taught? ؟ َّم يُعَل أن يجب ماذا How should it be taught? يعلم .كيف How should it be assessed? يقيم كيف

Curriculum should address three outcome types: cognitive, performance, and affective المنهج؟ يتناول ماذا

Reconceptualist View

William PinarHenry Giroux

Michael Apple

RECONCEPTUALIST IDEAS

Reconceptualization is a reaction to what the education has been and what it is seen to be at the present time

Curriculum reform fails because it tries to “fix” an existing curriculum المناهج إصالح فشل

The solution of educational problems is to abandon the limitations of current curriculum and completely reconceptualize (rethink) the purpose of education

المفروضة القيود عن التخلي هو التربوية المشكالت حلكامل وبشكل الحالي المنهج على

Reconceptualist Criticism of Traditionalists

Traditionalist curriculum focused on the schools المنهج المدارس الركز على تقليدي

Curriculum managers were dedicated to the "improvement of schools” and accept a curriculum structure as it is without question

"Curriculum change" is measured by comparing desired learning behaviors with prescribed objectives

Reconceptualist Criticism of Traditionalists

Traditional curriculum is unrelated to what actually happens in schools

No consistency or unity in planning Emphasis on quick technical and

administrative solutions to problems – no thought on questioning the main features of the established curriculum

Reconceptualist View of Conceptual-Empiricists

Curriculum (and education) is controlled by social science (Psychology & Sociology)

Demand for extensive empirical research to justify teaching methodology

Hypotheses developed, methodically tested, and data reported - leading to theories and models

Curriculum management directed by research results of psychologists

Reconceptualist View of Conceptual-Empiricists

Theories unrelated to what actually happens in schools

Curriculum management concerned only with observable behaviors and research confirmed solutions

Basis of curriculum is not questioned Data collection & hypothesis testing works

only in the disinterested service of building a body of acceptable knowledge

Some Questions Reconceptualists Ask

1. What counts as curriculum knowledge?2. How is this knowledge selected? Who

selects it?3. How is this knowledge transmitted in the

classroom?4. What kinds of classroom social

relationships serve to reproduce the values found in accepted social relationships?

5. How do prevailing methods of evaluation serve to preserve the existing curriculum?