professional development; and parental participation. How have the goals changed? In what respects have they remained the same? Application Activities What specific steps will you take throughout the remainder of your professional career to ensure that your philosophical orientation to curriculum remains dynamic, growing, and open to new perspectives rather than becoming static and limited? Conduct a survey of current journals in education and try to locate articles that reflect the four philosophical orientations to curriculum that are covered in this chapter: perennialism, essentialism, progressivism, and reconstructionism. Help your instructor set up a group activity wherein four to six students role-play teachers who are meeting for the purpose of determining broad, general goals for a curriculum. (The students should focus on a level and subject with which they are most familiar.) The rest of the class should observe and take notes on the curricular orientations expressed by the role-players. After the role-play (about 15–20 minutes), the entire class should discuss the curriculum planning process it has just observed. For a one-month period, keep a tally of all the comments that are made in the mass media regarding what is (or should be) taught in schools. Compare your list with those of other students and identify the philosophical orientations to curriculum that are reflected in the comments. Field Experiences Visit a school and interview the principal or other member of the administrative team about the broad goals of the school’s curriculum. Which of the following educational philosophies are reflected in his or her comments: perennialism, essentialism, progressivism, or reconstructionism? Observe the classes of two different teachers at the level with which you are most familiar. Which one of the four philosophical orientations to curriculum most characterizes each teacher? Ask your instructor to arrange for a curriculum coordinator from the local school district to visit your class. In addition to finding out about this individual’s work, ask him or her to describe the curriculum planning process in the district. Internet Activities The Internet Activities for each chapter of Curriculum Leadership: Readings for Developing Quality Educational Programs are designed to help you use the Internet to further your of curriculum leadership. Use key words related to curriculum leadership and your favorite search engine to gather the latest information and resources.
professional development; and parental participation. How have the goals changed? In what respects have they remained the same? Application Activities What specific steps will you take throughout the remainder of your professional career to ensure that your philosophical orientation to curriculum remains dynamic, growing, and open to new perspectives rather than becoming static and limited? Conduct a survey of current journals in education and try to locate articles that reflect the four philosophical orientations to curriculum that are covered in this chapter: perennialism, essentialism, progressivism, and reconstructionism. Help your instructor set up a group activity wherein four to six students role-play teachers who are meeting for the purpose of determining broad, general goals for a curriculum. (The students should focus on a level and subject with which they are most familiar.) The rest of the class should observe and take notes on the curricular orientations expressed by the role-players. After the role-play (about 15–20 minutes), the entire class should discuss the curriculum planning process it has just observed. For a one-month period, keep a tally of all the comments that are made in the mass media regarding what is (or should be) taught in schools. Compare your list with those of other students and identify the philosophical orientations to curriculum that are reflected in the comments. Field Experiences Visit a school and interview the principal or other member of the administrative team about the broad goals of the school’s curriculum. Which of the following educational philosophies are reflected in his or her comments: perennialism, essentialism, progressivism, or reconstructionism? Observe the classes of two different teachers at the level with which you are most familiar. Which one of the four philosophical orientations to curriculum most characterizes each teacher? Ask your instructor to arrange for a curriculum coordinator from the local school district to visit your class. In addition to finding out about this individual’s work, ask him or her to describe the curriculum planning process in the district. Internet Activities The Internet Activities for each chapter of Curriculum Leadership: Readings for Developing Quality Educational Programs are designed to help you use the Internet to further your of curriculum leadership. Use key words related to curriculum leadership and your favorite search engine to gather the latest information and resources.
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