Curriculum Theory
EDUC-771

See detailed faculty information in Canvas.

Addresses the theoretical constructs of the K-12 curriculum as related to the nature and function of curriculum, the curriculum development process, and curriculum evaluation procedures.

The proper development and implementation of curriculum is not possible without a thorough understanding of the philosophical and theoretical perspectives that shape the process. Beginning with a thorough analysis of these perspectives, emphasis will then be given to the role each perspective plays in the curriculum development as well as the teaching and learning processes.

Upon successful completion of this course, the student will be able to:

1. Assess the philosophical basis for the curriculum theories discussed in this course.
2. Analyze the major elements of the predominant curriculum perspectives.
3. Articulate a biblical theory for the philosophical development of curriculum.
4. Evaluate components of a core content curriculum.
5. Justify curriculum decisions in light of the relationship of the curriculum perspectives and a biblical worldview.
6. Explain theoretical and biblical issues to consider during a curriculum development process.
7. Justify the curriculum evaluation process as it relates to curriculum development and planning.
8. Provide a rationale for the values that schools should teach.
9. Identify information and issues in curriculum theory.

Click on the following link to view the required resource(s) for the term in which you are registered: Liberty University Online Bookstore.

Additional Materials for Learning

1. Computer with basic audio/video output equipment
2. Internet access (broadband recommended)
3. Canvas recommended browsers
4. Microsoft Office

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each discussion. Each thread must be 300 words and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to the threads of at least two classmates. Each reply must be 200 words. (CLO: D, F, I)

In this six-part project, the candidate will develop a curriculum change plan and provide a presentation that describes the plan to the their selected stakeholders. Throughout each part of the project, the candidate must set priorities for the targeted issues, consider digital trends and technology, address the biblical worldview, and use scriptural support. The instructor will grade the project by each Part's rubric terms. 

Curriculum Change Plan: Part 1 - Research Matrix

In Part 1 of this project, the candidate will research and select a topic for their curriculum change plan. The candidate's selected topic will become the focus for all the following parts of the Curriculum Change Plan. This assignment will also lead the candidate through essential preliminary research for the following parts of their Curriculum Change Plan.

The candidate must identify at least fifteen scholarly resources on their selected curriculum change plan topic that have been published within the last five years. The textbook, reputable websites, journal articles, and other books are all acceptable sources. The candidate will then follow the provided template to complete this part of the project. (CLO: I)

Curriculum Change Plan: Part 2 - Philosophies and Models for Change

In Part 2 of the Curriculum Change Plan, the candidate will explore the influence of educational philosophies and models on curriculum and develop ideas for their curriculum change plan. The candidate will articulate some of the main philosophies and models that are applicable to their curriculum change plan. These considerations are essential for the candidate's theoretical understandings of the Curriculum Change Plan.

The candidate will discuss curriculum philosophies or models, the focus philosophy or model, and hidden/implied curriculum in six pages, not including the title page or references section. The candidate is to use complete, error-free sentences, at least six scholarly resources, at least two in-text citations from the textbook, and at least one Bible verse to support their claims. The candidate should cite and attribute all information correctly in all needed locations and use correct APA formatting for the entire assignment, including all in-text citations and references. (CLO: A, B, H, I)

Curriculum Change Plan: Part 3 - Core Decisions

In Part 3, the candidate will examine and develop the core curriculum decisions for their Curriculum Change Plan. The candidate will discuss the goals and standards, organization, and evidence for their plan in six pages, not including the title page or references section. The candidate should use complete, error-free sentences and include at least six scholarly resources to support their claims. The candidate must also use at least two in-text citations from the textbook and one Bible verse to support their claims. The candidate should cite and attribute all information correctly in all needed locations and use correct APA formatting for the entire assignment, including all in-text citations and references. (CLO: D, E, F, I)

Curriculum Change Plan: Part 4 - Approaches to Implementation

In Part 4, the candidate will explore specific goals/objectives, classification systems, and evidence-based instructional models and develop a clear plan for essential Curriculum Change Plan implementation considerations. The candidate will develop three specific objectives based on their knowledge of domains of learning, identify how their objectives align with a selected classification system, and describe and reflect on the instructional model that they plan to use for their Curriculum Change Plan. 

This part of the project should be six pages, not including the title page or references section. The candidate should use complete, error-free sentences and include at least six scholarly resources to support their claims. The candidate must also use at least two in-text citations from the textbook and one Bible verse to support their claims. The candidate should cite and attribute all information correctly in all needed locations and use correct APA formatting for the entire assignment, including all in-text citations and references. (CLO: C, E, F, I)

Curriculum Change Plan: Part 5 - Textbook and Digital Resource Chart

In Part 5, the candidate will evaluate one textbook or digital resource for their Curriculum Change Plan. The candidate will connect their textbook or digital resource information to their overall curriculum evaluation plan. These analyses are essential for the soundness of the curriculum change plan. The candidate will also reflect on how the selected textbook or digital resource supports curriculum plan assessments and overall objectives. The candidate should follow the provided template.

The Assessment and Curriculum Evaluation parts of the template should be at least six pages long, not including the title page, chart, or references section. The candidate should use complete, error-free sentences and include at least six scholarly resources to support their claims. The candidate must also use at least two in-text citations from the textbook and one Bible verse to support their claims. The candidate should cite and attribute all information correctly in all needed locations and use correct APA formatting for the entire assignment, including all in-text citations and references. (CLO: F, G, I)

Curriculum Change Plan: Part 6 - Stakeholder Presentation

The candidate will use the previous parts of this project to develop a detailed technology-based presentation about his/her curriculum change in a manner useful to potential stakeholders. In this presentation, the candidate will discuss the steps and time frame for a plan to change the total curriculum for any school, grade level, or subject. The candidate will describe a plan to get school system stakeholders (parents, teachers, librarians, administrators, etc.) to cooperate and to engage positively with a change in curriculum.

The candidate's presentation should have at least 17 slides or sections and avoid grammatical and spelling errors. The candidate is expected to develop a presentation that is organized and viewer-friendly, uses correct APA formatting, and follows the presentation order provided in the assignment instructions. (CLO: E, F, I)

In this assignment, the candidate will reflect on the topic of curriculum planning and consider the curriculum influences in their life. It is important that the candidate examine their position on these topics, in order to have awareness of their curriculum theory preferences and curriculum decisions.

The entire assignment should be at least two pages long, not including the title page or references section. Use complete, error-free sentences. Use at least two scholarly resources to support the claims. Use at least one in-text citation from the textbook. Use at least one Bible verse to support your claims. Cite and attribute all information correctly in all needed locations. Use correct APA formatting for the entire assignment, including all in-text citations and references. (CLO: C, I)

The candidate will complete two quizzes in this course. Each quiz will cover the textbook material for the assigned Module: Week. The quiz will be open-book/open-notes, contain 10 multiple-choice questions, and have a one hour time limit. (CLO: I)

Course Assignments, including discussions, exams, and other graded assignments, should be submitted on time.

If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by email.

Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions:

1. Late assignments submitted within one week after the due date will receive up to a 10% deduction.
2. Assignments submitted more than one week and less than 2 weeks late will receive up to a 20% deduction.
3. Assignments submitted two weeks late or after the final date of the course will not be accepted outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.
4. Group projects, including group discussion threads and/or replies, and assignments will not be accepted after the due date outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.

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