Professional Documents
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The Curriculum Design and Development Process
The Curriculum Design and Development Process
ITHE
• UNIVERSITY
OF TASMANIA
LIBRARY
1982
IC;
T- -
CONTENTS
Page
Abstract
Intrdduction (
planning). 21
planning) 38.
Development Difficulties 56
Bihliography .70
(i)
ABSTRACT
This has forced upon . .systems and ,schools the need for a
development.
INTROIDUCTION•
of the curriculum
developed.
ised.
41!••■•
CHAPTER 1
children.
ulum design.
curriculum discourse.
Viewpoints of 'Curriculum
central to its'design;
(ii) the situation of the design group relative to the
intended.
of curriculum design.
to attain?
instructibn?
iences be evaluated?
curriculum design.
is to
while ends?
(iv) languages;
become 'SubAects'.
7
objectives. pation.
2. A selection of content. • Teachers, subject
specialists.
3. A selection of learning Teachers, psychologists,
experiences. sociologists.
which they stem and the students being inducted into that
culture.
CHAPTER 2
CURRICULUM EVALUATION .
models are:
11 •
Stenhouse:
outcomes.
51) says:
■111/0
41•111111011.111=11111•11
12
audience groups.
(1974, 14).
(3) democratic evaluation
decision makers;
18
And further .
(1) aims -
(2) returns -
(4) data -
see whether more information and
research is required in order to make
more effective decisions;
(5 ) students and guidance -
CHAPTER 3
of curriculum planning)
uniformity of curriculum.
(i) research;
(ii) development;
(iii) diffusion;
(iv) adoption.
(i) design;
(ii). evaluation;
(iii) dissemination.
analysis phase.
design;
are:-
institutions, and to• pave the Way. for the ultimate accept-
. very closely with both the developer and the target system.
specialists.
1964, 498).
are:
(ii) encoding;
(iii) transmission;
(iv) reception ;
(v) decoding.
elements.
designed proposals.
(i) Awareness:
(ii) Interest':
(iii) Evaluation
(iv) Trial;
(v) Adoption.
classrooms.
Personal Communication
34
"acceptance".
materials;
of curriculum planning)
operation.
filment of adoption.
Walton (1978, 16-17) provides a very useful
(a) selection;
(b) adaption;
(c)• creation.
(b) school;
Put this way, it can be seen that steps (a), (b) and (c)
agents are:
ment.
described by Skilbeck.
Phases of Change
commitment to change;
curriculum problems.
roles include:
problems
team.
design exercise.
change
ication.
that
ation is considered.
be given to
the strategies.
Broad strategies
Stragety 4 : Consultation
purpose of
52
Tactic 2 : Reflection
problems.
1971, 5):
human relations;
activities involves:-
practical sources;
CHAPTER 5
decentralised models.
V;Tc. <
57
over, the model does suggest ways and means whereby the
aspects are:
& Rudduck, 1973, 1) and finding out how the System works
need and not he the need of the process (Fullan, 1972, 15).
contexts; and
(ii) they often failed to recognise the. need to make
60
and materials.
way:
ibility.
materials.
(ii) power,conflicts;
and schools;
objectives;
496-497).
expansive.
(i) Information;
(ii) development;
instrument;
(iv) procedures.
engaging in S.B.C.D.,
life;
ing;
(vi) available resources, funds, buildings and support
states:
they:
major variables:
(i) personalised;
(ii) interactive;
(iii) contemporaneous;
(iv) developmental;
(vi) practical.
BIBLIOGRAPHY
Crofts.
& Sons.
71: •
Education, 0.E.C.D.
0.E.C.D.
72 -
5(4), 367-376.
University of Michigan.
Michigan.
Crofts.
Ward Lock.
Queensland.
Press.
Columbia University.
Merrill.
80
Edueatiohal Books.
Chicago Press.
Unit.•
Winston.